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SUBMITTAL FOR BOARD APPROVAL COURSE OF STUDY: American History REVISION DUE DATE: SUBMITTED BY: Jamie Harner DATE: March 1, 2012 COMMENTS: -I have changed the course name from American Cultures II to American History. -I have changed the nature of the course from studying the origins of the Civil War to World War II to reviewing the major causes and outcomes of the Civil War to the present day. Thus I deleted 1 core concept of Constitutional Heritage, modified 10 core concepts and added 6 new core concepts to account for the time period from post-World War II until the present. -I have update and added specific focus questions (student expectations) for each core concept as well as updated and added individual objectives (specific content) for each core concept. -I have updated and added written extended response questions (assessment) for each core concept. -I have aligned the Pennsylvania Academic State Standards for History and Civics/Government with each core concept. APPROVED BY: DATE: (Teacher/Team Leader/Department Chair) APPROVED BY: DATE: (Curriculum Coordinator) APPROVED BY: DATE: (Director of Secondary/Elementary Services) APPROVED BY: DATE: (Superintendent) NORTHERN LEBANON SCHOOL DISTRICT American History March 1, 2012 American History I. PHILOSOPHY This course is designed to cover the time period from 1850 to the present day. In this course, American history is presented chronologically. The course starts with the study of the pre-Civil War causes and major Civil War concepts and proceeds onto other concepts which include; the settlement of the American West, Industrialization, Immigration, the Progressive movement, World War I, the decades of the 1920‘s and 1930’s and World War II. The course concludes with the study of political and cultural trends, events throughout the Cold War and Vietnam, Watergate, and various other topics that bring us to the present day. Students will also be taught important events, movements, and influential policies (Domestic and Foreign) of the United States. Importance will be placed on tolerance through understanding the historical diversity of the American people. Also included in the curriculum is Pennsylvania and local history, along with an emphasis on Geography, Government, Economics, and current events. Students will develop an understanding and appreciation of the U.S. as they learn about our country’s struggles and triumphs. We want to help students to become productive and active citizens in our community. History is not just facts but deals with human beings making choices, both good and bad. To understand why these choices occurred and how they effected America are of more importance. Unless we learn from our mistakes we are doomed to repeat them. Communication in both written and verbal form is important for high level thinking in this course. Students will have the opportunity to improve their analytical, critical-reasoning, and problemsolving skills through debates, group presentations, and persuasive writings. II. CORE CONCEPTS 1) The Union in Peril (1861-1877) 2) Industrialization (1850-1900) 3) Settling the West (1865- 1900) 4) Immigration and Urbanization (1870-1914) 5) The Progressive Era (1890-1920) 6) American Expansionism (1890-1917) 7) World War I and its Aftermath (1914-1920) 8) The 1920s and Social Changes in America (1919-1929) 9) The Great Depression and the New Deal (1928-1941) 10) World War II, The coming of War, major battles and its Aftermath (1931-1945) 11) The Cold War (1945-1960) 12) The Civil Rights Movement (1945-1975) 13) The Vietnam War Era (1954-1975) 14) The Nixon, Ford, and Carter Years (1968-1980) 15) The Conservative Revolution: Ronald Reagan and George H.W. Bush Years (1980-1993) 16) Entering a New Era: The 1990’s and the New Millennium (1992-Present) III. COURSE OF STUDY A. Course Study: American History B. Grade Level: 9 C. Length of Course: One year 1. Frequency: 6 days per cycle 2. Duration: 120 hours 3. Length: 42 minutes D. Academic Level: Traditional Academic E. Credits: 1 credit F. Prerequisites: none G. Course Description: American History is a required course for all 9th grade students. The course is designed to introduce students to the history of the U.S. from the post-Civil War time period to the present day. American history is studied from a conceptual approach. Students will be improving their analytical, critical-reasoning, and problem-solving skills. CONTENT: American History CORE CONCEPT 1: The Union in Peril (1861-1877) MAJOR OBJECTIVE: To understand the events that led to the Civil War, the outcome of the war, and the establishment and eventual failure of Reconstruction. CURRICULUM STANDARD Student Expectations Specific Content Assessments Resources/Materials 1.1 Students will learn how the ●Trace the growing conflict over ●Teacher evaluation of written ●Textbook issue of slavery divided the the issue of slavery in the western descriptions of key people and ●Classroom activities Union. territories. key terms associated with the ●Educational media 8.2.9 C issue of slavery and how it ●Demonstrations 8.3.9 C ●Explain how the Fugitive Slave divided the Union. ●Worksheets 8.3.9 D Act increased northern opposition ●Teacher generated materials to slavery. ●Teacher evaluation of quiz and test questions involving ●Analyze the importance of the contributors to the issue of slavery Dred Scott decision. and how it divided the Union. 1.2 Students will learn how the Union finally collapsed into a civil war. 5.3.9 E 8.3.9 A 8.3.9 C ●Compare the candidates in the election of 1860, and analyze the results. ●Analyze why southern states seceded from the Union. ●Assess the events that led to the outbreak of war. ●Teacher evaluation of written descriptions of key people and key terms associated with the secession of the southern states and the outbreak of the Civil War. ●Teacher evaluation of quiz and test questions involving the secession of the southern states and the outbreak of the Civil War. ●Teacher evaluation of written essays on the session of the southern states and the outbreak of the Civil War. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 1: The Union in Peril (1861-1877) MAJOR OBJECTIVE: To understand the events that led to the Civil War, the outcome of the war, and the establishment and eventual failure of Reconstruction. CURRICULUM STANDARD Student Expectations Specific Content Assessments Resources/Materials 1.3 Students will learn what ●Evaluate the advantages the ●Teacher evaluation of written ●Textbook factors and events led to the North enjoyed during the Civil descriptions of key people and ●Classroom activities Union victory during the Civil War. key terms associated with the ●Educational media War. Union victory in the Civil War. ●Demonstrations 8.2.9 A ●Analyze the impact of the Civil ●Worksheets 8.2.9 D War on the North and South. ●Teacher evaluation of quiz and ●Teacher generated materials 8.3.9 C test questions involving the Union 8.3.9 D ●Explore the outcome and victory in the Civil War. aftermath of the Civil War. ●Teacher evaluation of written essay question on the Union victory in the Civil War. 1.4 Students will learn what the ●Explore how Congress and the ●Teacher evaluation of written ●Textbook immediate and long-term effects President clashed over descriptions of key people and ●Classroom activities were of Reconstruction. Reconstruction. key terms associated with ●Educational media 8.2.9 A Reconstruction after the Civil ●Demonstrations 8.3.9 C ●Describe the impact of War. ●Worksheets 8.3.9 D Reconstruction on the South. ●Teacher generated materials ●Teacher evaluation of quiz and ●Explain how Reconstruction test questions involving came to an end. Reconstruction after the Civil War. ●Teacher evaluation of written essay question on the immediate and long-term effects of Reconstruction after the Civil War. CONTENT: American History CORE CONCEPT 2: Industrialization (1850-1900) MAJOR OBJECTIVE: To analyze the effects of various scientific discoveries and manufacturing innovations on the nature of work, the American labor movement, and businesses. CURRICULUM STANDARD Student Expectations Specific Content Assessments Resources/Materials 2.1 Students will learn how ●Analyze the factors that led to ●Teacher evaluation of written ●Textbook industrialization and new the industrialization of the United descriptions of key people and ●Classroom activities technology affect the economy States in the late 1800s. key terms associated with the ●Educational media and society. growth of the U.S. into an ●Demonstrations 8.3.9 A ●Explain how new inventions and industrialized nation. ●Worksheets 8.3.9 C innovations changed Americans’ ●Teacher generated materials lives. ●Teacher evaluation of quiz and test questions involving ●Describe the impact of contributors to the growth of the industrialization in the late 1800s. U.S. into an industrialized nation. ● Teacher evaluation of student project which focuses on inventors and their inventions in the late 1800s to early 1900s. ●Teacher evaluation of written responses to primary source documents involving the growth of the U.S. into an industrialized nation. ●Teacher evaluation of written essay question on Industrial expansion. CONTENT: American History CORE CONCEPT 2: Industrialization (1850-1900) MAJOR OBJECTIVE: To analyze the effects of various scientific discoveries and manufacturing innovations on the nature of work, the American labor movement, and businesses. CURRICULUM STANDARD Student Expectations Specific Content Assessments Resources/Materials 2.2 Students will learn how big ●Analyze different methods that ●Teacher evaluation of written ●Textbook businesses shape the American businesses used to increase their descriptions key people and key ●Classroom activities economy in the late 1800s and profits. terms associated with big business ●Educational media early 1900s? and its effects on the American ●Demonstrations 8.3.9 C ●Describe the public debate over economy in the late 1800s and ●Worksheets the impact of big business. early 1900s. ●Teacher generated materials ●Explain how the government took steps to block abuses of corporate. ●Teacher evaluation of quiz and test questions involving contributors to big business and its effects on the American economy in the late 1800s and early 1900s. ●Teacher evaluation of written responses to primary source documents involving big business and its effects on the American economy in the late 1800s and early 1900s. ●Teacher evaluation of written essay question on big business and its effects on the American economy in the late 1800s and early 1900s. CONTENT: American History CORE CONCEPT 2: Industrialization (1850-1900) MAJOR OBJECTIVE: To analyze the effects of various scientific discoveries and manufacturing innovations on the nature of work, the American labor movement, and businesses. CURRICULUM STANDARD Student Expectations Specific Content Assessments Resources/Materials 2.3 Students will learn how the ●Assess the problems that ●Teacher evaluation of written ●Textbook rise of labor unions shaped the workers faced in the late 1800s. descriptions of key people and ●Classroom activities relations among workers, big key terms associated with labor ●Educational media business, and government. ●Compare the goals and unions in the late 1800s and early ●Demonstrations 8.3.9 A strategies of different labor 1900s. ●Worksheets 8.3.9 C organizations. ●Teacher generated materials ●Teacher evaluation of quiz and ●Analyze the cause and effects of test questions involving strikes. contributors to labor unions in the late 1800s and early 1900s. ●Teacher evaluation of written responses to primary source documents involving labor unions in the late 1800s and early 1900s. ●Teacher evaluation of written essay question on labor unions in the late 1800s and early 1900s. CONTENT: American History CORE CONCEPT 3: Settling the West (1865- 1900) MAJOR OBJECTIVE: Understand the closing of the western frontier including miners, ranchers, and farmers, and the effect on Native Americans. CURRICULUM STANDARD Student Expectations Specific Content 3.1 Students will learn how the pressures of westward expansion impacted the Native Americans. 8.3.9 C ●Compare the ways Native Americans and white settlers viewed and used their land. ●Describe the conflicts between white settlers and Indians. ●Evaluate the impact of the Indian Wars. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with westward expansion. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving contributors to pressures of westward expansion and the impact on Native Americans. ●Teacher evaluation written responses to primary source documents involving westward expansion and the impact on Native Americans. ●Teacher evaluation of written essay question on westward expansion and the impact on Native Americans. CONTENT: American History CORE CONCEPT 3: Settling the West (1865- 1900) MAJOR OBJECTIVE: Understand the closing of the western frontier including miners, ranchers, and farmers, and the effect on Native Americans. CURRICULUM STANDARD Student Expectations Specific Content Assessments Resources/Materials 3.2 Students will learn what economic and social factors changed the West after the Civil War. 8.3.9 D ●Teacher evaluation of written descriptions of key people and key terms associated with economic and social factors that changed the western frontier. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials Analyze the impact of mining and railroads on the settlement of the West. Explain how ranching affected western development. Discuss the ways various peoples lived in the West and their impact on the environment. ●Teacher evaluation of quiz and test questions involving contributors to with economic and social factors that changed the western frontier. ●Teacher evaluation of student project which focuses on the development of new states that originated in the West after the Civil War. ●Teacher evaluation of written responses to primary source documents involving economic and social factors that changed the western frontier. ●Teacher evaluation of written essay question on economic and social factors that changed the western frontier. CONTENT: American History CORE CONCEPT 4: Immigration and Urbanization (1870-1914) MAJOR OBJECTIVE: To describe the new immigrants who came to the United States in the late 1800s, examine the causes of urban growth and analyze the development of mass culture in the United States. CURRICULUM STANDARD Student Expectations Specific Content 4.1 Students will learn why immigrants came to the United States, and what impact they had upon society. 8.3.9 C 8.3.9 D Assessments ●Compare the “new immigration” ●Teacher evaluation of written of the late 1800s to earlier descriptions of key people and immigration. key terms associated with immigration and the impact it had ●Explain the push and pull factors upon American society. leading immigrants to America. ●Teacher evaluation of quiz and ●Describe the challenges that test questions involving immigrants faced in traveling to contributors to immigration and America. the impact it had upon American society. ●Analyze how immigrants adapted to American life while ●Teacher evaluation of written trying to maintain familiar responses to primary source cultural practices. documents involving immigration and the impact it had upon American society. ●Teacher evaluation of written essay question on immigration and the impact it had upon American society. Resources/Materials ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 4: Immigration and Urbanization (1870-1914) MAJOR OBJECTIVE: To describe the new immigrants who came to the United States in the late 1800s, examine the causes of urban growth and analyze the development of mass culture in the United States. CURRICULUM STANDARD Student Expectations Specific Content 4.2 Students will learn what challenges city dwellers faced, and how they overcame those challenges. 8.3.9 C ●Analyze the causes of urban growth in the late 1800s. ●Explain how technology improved city life. ●Evaluate how city dwellers solved the problems caused by rapid urban growth. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with urbanization and the impact it had upon American society. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving contributors to urbanization and the impact it had upon American society. ●Teacher evaluation of written responses to primary source documents involving urbanization and the impact it had upon American society. ●Teacher evaluation of written essay question on urbanization and the impact it had upon American society. CONTENT: American History CORE CONCEPT 4: Immigration and Urbanization (1870-1914) MAJOR OBJECTIVE: To describe the new immigrants who came to the United States in the late 1800s, examine the causes of urban growth and analyze the development of mass culture in the United States. CURRICULUM STANDARD Student Expectations Specific Content 4.3 Students will learn what luxuries the cities offered to the middle class. 8.4.9 A ●Explain how new types of stores and marketing changed American life. ●Analyze the ways in which Americans developed a mass culture. ●Describe the new forms of popular entertainment in the late 1800s. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with new technology and advancements from 1870-1914 and the impact it had upon American society. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving contributors to new technology and advancements from 18701914 and the impact it had upon American society. ●Teacher evaluation of written responses to primary source documents involving new technology and advancements from 1870-1914 and the impact it had upon American society. ●Teacher evaluation of written essay question on new technology and advancements from 18701914 and the impact it had upon American society. CONTENT: American History CORE CONCEPT 4: Immigration and Urbanization (1870-1914) MAJOR OBJECTIVE: To describe the new immigrants who came to the United States in the late 1800s, examine the causes of urban growth and analyze the development of mass culture in the United States. CURRICULUM STANDARD Student Expectations Specific Content 4.4 Students will learn how civil rights of certain groups in America were undermined during the years after Reconstruction. 5.2.9 C 8.2.9 C 8.2.9 D ●Assess how whites created a segregated society in the South and how African Americans responded. ●Analyze efforts to limit immigration and the effects. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the violation of civil rights of certain groups in America after Reconstruction. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving contributors to the violation of civil rights of certain groups in America after reconstruction. ●Teacher evaluation of written responses to primary source documents involving the violation of civil rights of certain groups in America after Reconstruction. ●Teacher evaluation of written essay question on the violation of civil rights of certain groups in America after Reconstruction. CONTENT: American History CORE CONCEPT 4: Immigration and Urbanization (1870-1914) MAJOR OBJECTIVE: To describe the new immigrants who came to the United States in the late 1800s, examine the causes of urban growth and analyze the development of mass culture in the United States. CURRICULUM STANDARD Student Expectations Specific Content 4.5 Students will learn why the political structure in the United States changed in the 1870s and 1880s. 5.3.9 A ●Analyze the issue of corruption in national politics in the 1870s and 1880s. ● Discuss civil service reform during the 1870s and 1880s. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with corruption in the political system in the 1870s and 1880s. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving contributors to corruption in the political system in the 1870s and 1880s. ●Teacher evaluation of written responses to primary source documents involving corruption in the political system in the 1870s and 1880s. ●Teacher evaluation of written essay question on corruption in the political system in the 1870s and 1880s. CONTENT: American History CORE CONCEPT 5: The Progressive Era (1890-1920) MAJOR OBJECTIVE: Explain how the progressive movement managed to increase the power of the U.S. government to regulate business and to protect society from the injustices fostered by big business. CURRICULUM STANDARD Student Expectations Specific Content 5.1 Students will learn what areas the Progressives thought were in need of the greatest reform. 8.3.12 C ●Analyze the role that journalists played in the Progressive Movement. ●Evaluate some of the social reforms that Progressives tackled. ●Explain what the Progressives hoped to achieve through political reforms. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the Progressive Era. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving contributors to the Progressive Era. ●Teacher evaluation of written responses to primary source documents involving the Progressive Era. ●Teacher evaluation of written essay question on the Progressive Era. CONTENT: American History CORE CONCEPT 5: The Progressive Era (1890-1920) MAJOR OBJECTIVE: Explain how the progressive movement managed to increase the power of the U.S. government to regulate business and to protect society from the injustices fostered by big business. CURRICULUM STANDARD Student Expectations Specific Content 5.2 Students will learn how the women of the Progressive Era made progress and won the right to vote. 8.3.12 C ●Analyze the impact of changes in women’s education on women’s roles in society. ●Explain what women did to win workers’ rights and to improve family life. ●Evaluate the tactics women used to win passage of the Nineteenth Amendment. 5.3 Students will learn what steps minorities took to combat social problems and discrimination. 8.3.12 A ●Analyze Progressives’ attitudes toward minority rights. ●Explain why African Americans and other minority groups organized to defend their rights. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the women of the Progressive Era. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving women contributors to the Progressive Era. ●Teacher evaluation of written essay question on the women of the Progressive Era. ●Teacher evaluation of written descriptions of key people and key terms associated with minority groups in the Progressive Era. ●Teacher evaluation of quiz and test questions involving contributors to minority groups in the Progressive Era. ●Teacher evaluation of written essay question on minority groups in the Progressive Era. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 5: The Progressive Era (1890-1920) MAJOR OBJECTIVE: Explain how the progressive movement managed to increase the power of the U.S. government to regulate business and to protect society from the injustices fostered by big business. CURRICULUM STANDARD Student Expectations Specific Content 5.4 Students will learn what Theodore Roosevelt thought government should do for the United States citizens. 8.3.12 A 5.5 Students will learn the steps that Woodrow Wilson took to increase the government’s role in the economy. 5.2.9 C 5.3.9 A 8.3.12 A Assessments ●Discuss Theodore Roosevelt’s ideas on the role of government. ●Teacher evaluation of written descriptions of key terms associated with Theodore ●Analyze how Roosevelt changed Roosevelt’s administration. the government’s role in the economy. ●Teacher evaluation of quiz and test questions involving Theodore ●Explain the impact of Roosevelt. Roosevelt’s actions on natural resources. ●Teacher evaluation of written responses to primary source ●Compare and contrast Taft’s documents involving Theodore policies with Roosevelt’s. Roosevelt. ●Evaluate what Wilson hoped to do with his “New Freedom” program. ●Describe Wilson’s efforts to regulate the economy. ●Assess the legacy of the Progressive Era. ●Teacher evaluation of written essay question on Theodore Roosevelt. ●Teacher evaluation of written descriptions of key terms associated with Woodrow Wilson’s administration. ●Teacher evaluation of quiz and test questions involving Woodrow Wilson. Resources/Materials ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 6: American Expansionism (1890-1917) MAJOR OBJECTIVE: To understand how individuals and events moved the United States into the role of a world power and to recognize the effects of economic policies on U.S. diplomacy. CURRICULUM STANDARD Student Expectations Specific Content 6.1 Students will learn how and why the United States took a more active role in world affairs. 5.4.9 B 5.4.12 C ●Identify the key factors that prodded America to expand. ●Explain how the United States took its first steps toward increased global power. ●Summarize the chain of events leading up to the U.S. annexation of Hawaii. 6.2 Students will learn what the causes and effects were of the Spanish American War. 8.3.9 D 5.4.9 B 8.4.12 D ●Explain the causes of the Spanish American War. ●Identify the major battles of the war. ●Describe the consequences of the war, including the debate over imperialism. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with American Expansionism. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving American Expansionism. ●Teacher evaluation of written responses to primary source documents involving American Expansionism. ●Teacher evaluation of written essay question on American Expansionism. ●Teacher evaluation of written descriptions of key people and key terms associated with the Spanish American War. ●Teacher evaluation of quiz and test questions involving the Spanish American War. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 6: American Expansionism (1890-1917) MAJOR OBJECTIVE: To understand how individuals and events moved the United States into the role of a world power and to recognize the effects of economic policies on U.S. diplomacy. CURRICULUM STANDARD Student Expectations Specific Content 6.3 Students will learn how the United States extended its influence in Asia. 5.4.9 B 5.4.12 C 6.4 Students will learn what actions the United States took to achieve its goals in Latin America. 5.4.9 B 5.4.9 C 8.3.12 A 8.3.12 C 8.4.12 A 8.4.12 C ●Examine the causes and consequences of the Philippine insurrection. ●Analyze the effects of the Open Door Policy. ●Describe how the United States dealt with the rising power of japan. ●Examine what happened to Puerto Rico and Cuba after the Spanish-American War. ●Analyze the effects of Roosevelt’s “big stick” diplomacy. ●Compare Wilson’s “moral diplomacy” with the foreign policies of his predecessors. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key terms associated with American Expansionism in Asia. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving American Expansionism in Asia. ●Teacher evaluation of written descriptions of key people and key terms associated with American Expansionism in Latin America. ●Teacher evaluation of quiz and test questions involving American Expansionism in Latin America. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 7: World War I and its Aftermath (1914-1920) MAJOR OBJECTIVE: To understand the causes of World War I, the reasons the United States entered the war in 1917, and the consequences of the war. CURRICULUM STANDARD Student Expectations Specific Content 7.1 Students will learn what caused World War I and why the United States entered the war. 5.4.12 E 8.3.12 D ●Analyze the causes of World War I. ●Describe the course and character of the war. ●Explain why the United States entered the conflict on the side of the Allies. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with World War I. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving causes of World War I and why the U.S entered the war. ●Teacher evaluation of written responses to primary source documents involving causes and U.S. involvement of World War I. 7.2 Students will learn how World War I affected Americans at home. 8.2.12 D 8.3.12 D ●Analyze how the American government mobilized the public to support the war effort. ●Teacher evaluation of written essay question on the causes of World War I and why the U.S. entered the war. ●Teacher evaluation of written descriptions of key people and key terms associated with American Expansionism. ●Describe opposition to the war. ●Outline significant social changes that occurred during the war. ●Teacher evaluation of quiz and test questions involving American Expansionism. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 7: World War I and its Aftermath (1914-1920) MAJOR OBJECTIVE: To understand the causes of World War I, the reasons the United States entered the war in 1917, and the consequences of the war. CURRICULUM STANDARD Student Expectations Specific Content 7.3 Students will learn how Americans affected the end of World War I and its peace settlements. 8.3.12 A 8.4.12 A Assessments Resources/Materials ●Understand how the United States military contributed to the Allied victory in the war. ●Teacher evaluation of quiz and test questions involving the peace settlements of World War I. ●Describe the aims of the Fourteen Points. ●Teacher evaluation of written essay question on the peace settlements of World War I. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Analyze the decisions made at the Paris Peace Conference. 7.4 Students will learn what political, economic, and social effects World War I had on the United States. 8.3.12 C ●Explain why the United States Senate refused to ratify the treaty ending World War I. ●Describe the problems Americans faced immediately after the war. ●Analyze how these problems contributed to the Red Scare. ●Understand how the war changed America’s role in world affairs. ●Teacher evaluation of written descriptions of key people and key terms involving political, economic, and social effects of World War I. ●Teacher evaluation of quiz and test questions involving political, economic, and social effects of World War I. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 8: The 1920s and Social Changes in America (1919-1929) MAJOR OBJECTIVE: To trace the political and social changes after World War I and throughout the decade of the 1920s. CURRICULUM STANDARD Student Expectations Specific Content 8.1 Students will learn how the booming economy of the 1920s led to changes in American life. 8.3.12 B 8.2 Students will learn how domestic and foreign policy changed direction under Warren Harding and Calvin Coolidge’s presidencies. 5.3.9 A ●Explain the impact of Henry Ford and the automobile. ●Compare the different effects of the economic boom on urban and rural America. ●Analyze how the policies of Presidents Harding and Coolidge favored business growth. ●Discuss the most significant scandals during Harding’s presidency. ●Explain the role that the U.S. played in the world during the 1920s. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the economic boom of the 1920s. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the economic boom of the 1920s. ●Teacher evaluation of written essay question on the economic boom of the 1920s. ●Teacher evaluation of written descriptions of key people and key terms associated with the Harding and Coolidge presidencies. ●Teacher evaluation of quiz and test questions involving the Harding and Coolidge presidencies. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 8: The 1920s and Social Changes in America (1919-1929) MAJOR OBJECTIVE: To trace the political and social changes after World War I and throughout the decade of the 1920s. CURRICULUM STANDARD Student Expectations Specific Content 8.3 Students will learn how American citizens’ ideas differed on major social and cultural issues of the 1920s. 8.1.12 A 8.1.12 C 8.2.12 C 8.3.12 C ●Compare economic and cultural life in rural America to that I urban America. ●Discuss the changes in U.S. immigration policy in the 1920s. ●Analyze the goals and motives of the Ku Klux Klan in the 1920s. ●Discuss the successes and failures of the Eighteenth Amendment. 8.4 Students will learn how the new mass culture reflected technological and social changes in the 1920s. 8.1.9 C 8.3.12 C ●Trace the reasons that leisure time increased during the 1920s. ●Analyze how the development of popular culture united Americans and created new activities and heroes. ●Discuss the advancements of women in the 1920s. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with major social and cultural issues of the 1920s. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving major social and cultural issues of the 1920s ●Teacher evaluation of written essay question on the successes and failures of the Eighteenth Amendment. ●Teacher evaluation of written descriptions of key people and key terms associated with a new mass culture in the 1920s. ●Teacher evaluation of quiz and test questions involving a new mass culture in the 1920s. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 8: The 1920s and Social Changes in America (1919-1929) MAJOR OBJECTIVE: To trace the political and social changes after World War I and throughout the decade of the 1920s. CURRICULUM STANDARD Student Expectations Specific Content 8.5 Students will learn how African Americans expressed a new sense of hope and pride in their race. 8.2.12 D 8.3.12 A ●Analyze the racial and economic philosophies od Marcus Garvey. ●Trace the development and impact of jazz. ●Discuss the themes explored by writers of the Harlem Renaissance. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with African Americans in the 1920s. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving African Americans in the 1920s. ●Teacher evaluation of written responses to primary source documents involving Marcus Garvey and his racial and economic philosophies. CONTENT: American History CORE CONCEPT 9: The Great Depression and the New Deal (1928-1941) MAJOR OBJECTIVE: To understand the causes and consequences of the Great Depression and the futility of Hoover's actions to limit the damage. CURRICULUM STANDARD Student Expectations Specific Content 9.1 Students will learn how the prosperity of the 1920s gave way to the Great Depression. 8.3.12 D ●Discuss the weaknesses in the economy of the 1920s. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the Great Depression. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Explain how the stock market crash contributed to the coming of the Great Depression. ●Teacher evaluation of quiz and test questions involving causes of ●Describe how the Great the Great Depression. Depression spread overseas. ●Teacher evaluation of written essay question on the causes of the Great Depression. CONTENT: American History CORE CONCEPT 9: The Great Depression and the New Deal (1928-1941) MAJOR OBJECTIVE: To understand the causes and consequences of the Great Depression and the futility of Hoover's actions to limit the damage. CURRICULUM STANDARD Student Expectations Specific Content 9.2 Students will learn how the Great Depression affected the lives of urban and rural Americans. 8.2.12 D 8.3.12 A 8.3.12 C 8.3.12 D ●Examine the spread of unemployment in America’s cities. ●Discuss the impact of the Great Depression on rural America. ●Explain the human and geographical factors that created the Dust Bowl. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the effects of the Great Depression. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the effects of the Great Depression ●Teacher evaluation of written responses to primary source documents involving human and geographical factors that created the Dust Bowl. ●Teacher evaluation of written essay question on the effects of the Great Depression. CONTENT: American History CORE CONCEPT 9: The Great Depression and the New Deal (1928-1941) MAJOR OBJECTIVE: To understand the causes and consequences of the Great Depression and the futility of Hoover's actions to limit the damage. CURRICULUM STANDARD Student Expectations Specific Content 9.3 Students will learn how the New Deal attempted to address the problems of the Great Depression. 5.3.9 A 9.4 Students will learn how the New Deal changed the social, economic, and political landscape of the United States for future generations. 5.3.9 A 8.3.12 C Assessments Resources/Materials ●Analyze the impact of Franklin D. Roosevelt had on the American people after becoming President. ●Teacher evaluation of written descriptions of key people and key terms associated with the New Deal. ●Describe the programs that were part of the first New Deal and their immediate impact. ●Teacher evaluation of quiz and test questions involving the New Deal. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Identify critical responses to the New Deal. ●Teacher evaluation of written essay question on the New Deal. ●Describe how the New Deal affected different groups in American Society. ●Teacher evaluation of written descriptions of key people and key terms associated with the effects of the New Deal. ●Analyze how the New Deal changed the shape of American party politics. ●Discuss the impact of Franklin D. Roosevelt on the presidency. ●Teacher evaluation of quiz and test questions involving the effects of the New Deal. ●Teacher evaluation of written essay question on the effects of the New Deal. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 10: World War II, The coming of War, major battles and its Aftermath (1931-1945) MAJOR OBJECTIVE: Demonstrate knowledge of the major causes and effects of U.S. involvement in WWII. CURRICULUM STANDARD Student Expectations Specific Content 10.1 Students will learn why totalitarian states rose after World War I, and what was their effect. 8.3.12 C 8.4.12 C 8.4.12 D ●Explain how dictators and militaristic regimes arose in several countries in the 1930s. ●Summarize the actions taken by aggressive regimes in Europe and Asia. ●Analyze the responses of Britain, France, and the United States to the aggressive regimes. 10.2 Students will learn how ●Understand the course of the Americans reacted to events in early years of World War II in Europe and Asia in the early years Europe. of World War II. 8.4.12 D ●Describe Franklin Roosevelt’s foreign policy in the mid-1930s and the great debated between interventionists and isolationists. ●Explain how the United States became more involved in the conflict. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with world totalities after World War I. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving world totalities after World War I. ●Teacher evaluation of written descriptions of key people and key terms associated with World War II. ●Teacher evaluation of quiz and test questions involving causes of World War II and why the U.S entered the war. ●Teacher evaluation of written essay question on the causes of World War II and why the U.S. entered the war. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 10: World War II, The coming of War, major battles and its Aftermath (1931-1945) MAJOR OBJECTIVE: Demonstrate knowledge of the major causes and effects of U.S. involvement in WWII. CURRICULUM STANDARD Student Expectations Specific Content 10.3 Students will learn how the United States reacted to the Japanese attack on Pearl Harbor. 5.4.12 B 5.4.12 C ●Explain why Japan decided to attack Pearl Harbor, and describe the attack itself. ●Outline how the United States mobilized for war after the attack on Pearl Harbor. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the bombing of Pearl Harbor. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the bombing of Pearl Harbor ●Analyze the course of the war in the Pacific through the summer of 1942. 10.4 Students will learn how the Allies turned the tide against the Axis. 8.1.12 C 8.3.12 B 8.4.12 D ●Analyze the reasons for and impact of the Allies’ “Europe First” strategy. ●Explain why the battles of Stalingrad and Midway were major turning points in the war. ●Discuss how the Allies put increasing pressure on the Axis in North Africa and Europe. ●Teacher evaluation of written descriptions of key people and key terms associated with the Allies turning the tides of World War II. ●Teacher evaluation of quiz and test questions involving the Allies turning the tides of World War II. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 10: World War II, The coming of War, major battles and its Aftermath (1931-1945) MAJOR OBJECTIVE: Demonstrate knowledge of the major causes and effects of U.S. involvement in WWII. CURRICULUM STANDARD Student Expectations Specific Content 10.5 Students will learn how the war changed America at home. 5.2.12 F 8.2.12 D 8.3.12 D ●Explain how World War II increased opportunities for women and minorities. ●Analyze the effects of the war on civil liberties for Japanese Americans and others. ●Examine how the need to support the war effort changed American lives. 10.6 Students will learn how the Allies defeated the Axis Powers. 8.1.12 C 8.3.12 B 8.4.12 D ●Analyze the planning and impact of the D-Day invasion of France. ●Understand how the Allies achieved final victory in Europe. ●Explore reasons that President Truman decided to use the atomic bomb against Japan. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the U.S. home front during World War II. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the U.S. home front during World War II. ●Teacher evaluation of written essay question on the U.S. home front during World War II. ●Teacher evaluation of written descriptions of key people and key terms associated with the defeat of the Axis Powers. ●Teacher evaluation of quiz and test questions involving the defeat of the Axis Powers. ●Teacher evaluation of written responses to primary source documents involving the President Truman’s decision to use the atomic bomb. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 10: World War II, The coming of War, major battles and its Aftermath (1931-1945) MAJOR OBJECTIVE: Demonstrate knowledge of the major causes and effects of U.S. involvement in WWII. CURRICULUM STANDARD Student Expectations Specific Content 10.7 Students will learn how the Holocaust developed and what were its results. 8.1.12 A 8.3.12 C 8.4.12 B 8.4.12 D ●Trace the roots and progress of Hitler’s campaign against the Jews. ●Explore the goals of Hitler’s “final solution” and the nature of the Nazi death camps. ●Examine how the United States responded to the Holocaust. 10.8 Students will learn what the major and immediate long-term effects of World War II. 8.1.12 A 8.3.12 B 8.4 12 D ●Evaluate the goals that the Allied leaders set for the postwar world. ●Describe the steps that the United States and other nations took toward international cooperation. ●Explain the impact of World War II on the postwar United States. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the Holocaust. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the Holocaust. ●Teacher evaluation of written essay question on the Holocaust. ●Teacher evaluation of written descriptions of key people and key terms associated with the domestic and foreign effects of World War II. ●Teacher evaluation of quiz and test questions involving the domestic and foreign effects of World War II. ●Teacher evaluation of written essay question on the domestic and foreign effects of World War II. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 11: The Cold War (1945-1960) MAJOR OBJECTIVE: Demonstrate knowledge of the major events and people during the Cold War. CURRICULUM STANDARD Student Expectations Specific Content 11.1 Students will learn how the U.S. leaders responded to the threat of Soviet expansion in Europe. 5.4.12 C 8.1.12 A 8.1.12 C ●Trace the reasons that the wartime alliance between the United States and the Soviet Union unraveled. ●Explain how President Truman responded to Soviet domination of Eastern Europe. ●Describe the causes and results of Stalin’s blockade of Berlin. 11.2 Students will learn how President Truman used the power of the presidency to limit the spread of communism in East Asia. 5.4.12 C 8.4.12 C ●Explain how Mao Zedong and the communists gained power in China. ●Describe the causes and progress of the war in Korea. ●Identify the long-term effects of the Korean War. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the U.S. response to the threat of Soviet expansion in Europe. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the U.S. response to the threat of Soviet expansion in Europe. ●Teacher evaluation of written responses to primary source documents involving the Truman Doctrine. ●Teacher evaluation of written descriptions of key people and key terms associated with the spread of communism in East Asia. ●Teacher evaluation of quiz and test questions involving causes of the spread of communism in East Asia. ●Teacher evaluation of written essay question on the long-term effects of the Korean War. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 11: The Cold War (1945-1960) MAJOR OBJECTIVE: Demonstrate knowledge of the major events and people during the Cold War. CURRICULUM STANDARD Student Expectations Specific Content 11.3 Students will learn what methods the United States used in its global struggle against the Soviet Union. 8.1.12 C 8.3.12 A ●Describe the causes and results of the arms race between the United States and Soviet Union. ●Explain how Eisenhower’s response to communism differed from that of Truman. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the struggle against the Soviet Union. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the struggle against the Soviet Union. ●Analyze worldwide Cold War conflicts that erupted in Eastern Europe, the Middle East, and other places. 11.4 Students will learn how fear of domestic communism affected American society during the Cold War. 8.1.12 C 8.3.12 A ●Discuss the effects of Soviet efforts in space exploration. ●Describe the efforts of President Truman and the House of Representatives to fight communism at home. ●Explain how domestic spy cases increased fears of communism. ●Analyze the rise and fall of Senator Joseph McCarthy and the methods of McCarthyism. ●Teacher evaluation of written descriptions of key people and key terms associated with the Cold War and the fear of communism. ●Teacher evaluation of quiz and test questions involving causes of the Cold War and the fear of communism. ●Teacher evaluation of written essay question on the topic of McCarthyism and the fear of communism. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 11: The Cold War (1945-1960) MAJOR OBJECTIVE: Demonstrate knowledge of the major events and people during the Cold War. CURRICULUM STANDARD Student Expectations Specific Content 11.5 Students will learn how the nation experienced recovery and economic prosperity after World War II. 8.3.12 A 8.4.12 A 11.6 Students will learn what social and economic factors changed American life during the 1950s. 8.3.12 C 8.3.12 D ●Describe how the United States made the transformation to a peacetime economy. ●Discuss the accomplishments of Presidents Harry Truman and Dwight Eisenhower. ●Analyze the 1950s economic boom. ●Examine the rise of the suburbs and the growth of the Sunbelt. ●Describe changes in the U.S economy and education in the postwar period. ●Discuss postwar changes in family life. ●Describe the rise of new forms of mass culture. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the 1950s economic boom. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the accomplishments of President’s Truman and Eisenhower. ●Teacher evaluation of written descriptions of key people and key terms associated with social and economic changes in the 1950s. ●Teacher evaluation of quiz and test questions involving social and economic changes in the 1950s. ●Teacher evaluation of written essay question on the social and economic changes in the 1950s. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 12: The Civil Rights Movement (1945-1975) MAJOR OBJECTIVE: To understand the challenges and significant gains of African Americans in their fight to gain equal rights in the United States. CURRICULUM STANDARD Student Expectations Specific Content 12.1 Students will learn how African Americans challenged segregation after World War II. 5.2.9 C 8.3.12 A 8.3.12 C 8.3.12 D 8.4.12 A 8.4.12 C 8.4.12 D ●Describe efforts to end segregation in the 1940s and 1950s. ●Explain the importance of Brown v. Board of Education. ●Describe the controversy over school desegregation in Little Rock, Arkansas. ●Describe the Montgomery bus boycott and its impact. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with segregation after World War II. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving segregation after World War II. ●Teacher evaluation of written responses to primary source documents involving Brown v. Board of Education. ●Teacher evaluation of written essay question on segregation after World War II. CONTENT: American History CORE CONCEPT 12: The Civil Rights Movement (1945-1975) MAJOR OBJECTIVE: To understand the challenges and significant gains of African Americans in their fight to gain equal rights in the United States. CURRICULUM STANDARD Student Expectations Specific Content 12.2 Students will learn how the civil rights movement gained ground in the 1960s. 5.2.9 C 8.1.12 A 8.1.12 B 8.3.12 D ●Describe the sit-ins, freedom rides and the actions of James Meredith in the early 1960s. ●Explain how the protests at Birmingham and the March on Washington were linked to the Civil Rights Act of 1964. ●Summarize the provisions of the Civil Rights Act of 1964. 12.3 Students will learn what successes and challenges faced the civil rights movement after 1964. 8.3.12 D ●Explain the significance of Freedom Summer, the march on Selma and why violence erupted in some American cities in the 1960s. ●Compare the goals and methods of African American leaders. ●Describe the social and economic situation of African Americans by 1975. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the civil rights movement in the 1960s. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the civil rights movement in the 1960s. ●Teacher evaluation of written responses to primary source documents interpreting Martin Luther King Jr.’s “I Have A Dream” Speech. ●Teacher evaluation of written descriptions of key people and key terms associated with the civil rights movement after 1964. ●Teacher evaluation of quiz and test questions involving the civil rights movement after 1964. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 13: The Vietnam War Era (1954-1975) MAJOR OBJECTIVE: To examine the causes of the Vietnam War, the increasing domestic tensions as a result of the war and the effects of the war both domestically and internationally. CURRICULUM STANDARD Student Expectations Specific Content 13.1 Students will learn why the United States became involved in Vietnam. 5.4.9 B 8.1.12 A 8.1.12 C ●Describe the reasons that the United States helped the French fight the Vietnamese. ●Identify ways in which the United States opposed communism in Southeast Asia. ●Analyze how the United States increased its involvement in Vietnam. 13.2 Students will learn the ●Identify the factors that caused causes and the effect of America’s President Johnson to increase growing involvement in the American troop strength in Vietnam War. Vietnam. 5.4.9 B 8.4.12 B ●Assess the nature of the war in Vietnam and the difficulties faced by both sides. ●Evaluate the effects of low morale on American troops and on the home front. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the U.S. becoming involved in Vietnam. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the U.S. becoming involved in Vietnam. ●Teacher evaluation of written descriptions of key people and key terms associated with America’s growing involvement in the Vietnam War. ●Teacher evaluation of quiz and test questions involving America’s growing involvement in the Vietnam War. ●Teacher evaluation of written essay question on America’s growing involvement in the Vietnam War. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 13: The Vietnam War Era (1954-1975) MAJOR OBJECTIVE: To examine the causes of the Vietnam War, the increasing domestic tensions as a result of the war and the effects of the war both domestically and internationally. CURRICULUM STANDARD Student Expectations Specific Content 13.3 Students will learn how the American war effort in Vietnam lead to rising protests and social divisions back home. 5.1.12 K 5.2.12 C 5.2.12 F 8.4.12 C 5.4.12 E ●Describe the divisions within American society over the Vietnam War. ●Analyze the Tet Offensive and the American reaction to it. ●Summarize the factors that influenced the outcome of the 1968 presidential election. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the American war effort in Vietnam. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the American war effort in Vietnam. ●Teacher evaluation of written responses to primary source documents involving American protests and social divisions concerning the Vietnam War. ●Teacher evaluation of written essay question on American protests and social divisions concerning the Vietnam War. CONTENT: American History CORE CONCEPT 13: The Vietnam War Era (1954-1975) MAJOR OBJECTIVE: To examine the causes of the Vietnam War, the increasing domestic tensions as a result of the war and the effects of the war both domestically and internationally. CURRICULUM STANDARD Student Expectations Specific Content 13.4 Students will learn how the Vietnam War ended, and its lasting effects. 5.3.12 J 5.4.9 B 5.4.9 C 5.4.9 D 8.1.12 A 8.3.12 C 8.4.12 B 13.5 Students will learn how Richard Nixon changed Cold War diplomacy during his presidency. 8.1.12 C ●Assess Nixon’s new approach to the war, and explant why protests continued. ●Explain what led to the Paris Peace Accords and why South Vietnam eventually fell to the communists. ●Evaluate the impact of the Vietnam War on the United States. ●Explain the thinking behind Richard Nixon’s foreign policy. ●Define Nixon’s foreign policy toward China and the Soviet Union. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the conclusion of the Vietnam War. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the conclusion of the Vietnam War. ●Teacher evaluation of written descriptions of key people and key terms associated with Nixon’s foreign policy. ●Teacher evaluation of quiz and test questions involving Nixon’s foreign policy. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 14: The Nixon, Ford, and Carter Years (1968-1980) MAJOR OBJECTIVE: To understand the political, social, and economic events of the 1970s, specifically the Nixon, Ford and Carter Administrations. CURRICULUM STANDARD Student Expectations Specific Content 14.1 Students will learn what events led to Richard Nixon’s resignation as President in 1974. 5.3.9 B 5.3.9 J 8.1.12 C 8.3.12 A 14.2 Students will learn what accounted for the changes in American attitudes during the 1970s. 8.3.12 C 8.3.12 D Assessments ●Describe Richard Nixon’s ●Teacher evaluation of written attitude toward “big” government. descriptions of key people and key terms associated with Nixon ●Analyze Nixon’s southern and the Watergate incident. strategy. ●Teacher evaluation of quiz and ●Explain the Watergate incident test questions involving Nixon and its consequences. and the Watergate incident. ●Evaluate the presidency of Gerald Ford. ●Assess the domestic policies of Jimmy Carter. ●Analyze how American society changed in the 1970s. ●Teacher evaluation of written responses to primary source documents involving Nixon and the Watergate incident. ●Teacher evaluation of written descriptions of key people and key terms associated with the change in American society in the 1970s. ●Teacher evaluation of quiz and test questions involving the change in American society in the 1970s. Resources/Materials ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 14: The Nixon, Ford, and Carter Years (1968-1980) MAJOR OBJECTIVE: To understand the political, social, and economic events of the 1970s, specifically the Nixon, Ford and Carter Administrations. CURRICULUM STANDARD Student Expectations Specific Content 14.3 Students will learn what the goals of American foreign policy during the Ford and Carter years, and how successful were Ford’s and Carter’s policies. 5.3.9 A 5.3.9 B 5.3.9 E 5.3.9 F 5.4.9 B 8.1.9 C 8.3.12 A 8.4.12 C ●Compare the policies of Gerald Ford and Jimmy Carter toward the Soviet Union. ●Discuss changing U.S. foreign policy in the developing world. ●Identify the successes and failures of Carter’s foreign policy in the Middle East. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the Ford and Carter presidencies. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the Ford and Carter presidencies. ●Teacher evaluation of written essay question on the successes and failures of foreign policies during the Ford and Carter presidencies. CONTENT: American History CORE CONCEPT 15: The Conservative Revolution: Ronald Reagan and George H.W. Bush Years (1980-1993) MAJOR OBJECTIVE: To understand the political and social events of the 1980s and early 1990s. CURRICULUM STANDARD Student Expectations Specific Content 15.1 Students will learn what spurred the rise of conservatism in the late 1970s and early 1980s. 5.2.12 D 5.3.12 J 8.3.12 C ●Describe the differences between liberal and conservative viewpoints. ●Analyze the reasons behind the rise of conservatism in the early 1980s. ●Explain why Ronald Reagan won the presidency in 1980. 15.2 Students will learn what the major characteristics of the conservative Reagan Revolution. 5.2.12 B 8.1.12 C 8.3.12 A 8.3.12 C ●Analyze Reagan’s economic policies as President. ●Summarize how Reagan strengthened the conservative movement. ●Evaluate the steps taken to address various problems in the 1980s and early 1990s. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the rise of conservatism in the late 1970s and early 1980s. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the rise of conservatism in the late 1970s and early 1980s. ●Teacher evaluation of written essay question on the differences between liberal and conservative viewpoints. ●Teacher evaluation of written descriptions of key people and key terms associated with Ronald Reagan’s presidency. ●Teacher evaluation of quiz and test questions involving Ronald Reagan’s presidency. ●Teacher evaluation of written responses to primary source documents involving Reagan’s “Tear Down This Wall” speech. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 15: The Conservative Revolution: Ronald Reagan and George H.W. Bush Years (1980-1993) MAJOR OBJECTIVE: To understand the political and social events of the 1980s and early 1990s. CURRICULUM STANDARD Student Expectations Specific Content 15.3 Students will learn what Reagan’s foreign policies were, and how they contributed to the fall of communism in Europe. 5.3.9 A 5.4.12 C 8.1.12 A 8.4.12 A 15.4 Students will learn what actions the United States took abroad during George H.W. Bush’s presidency. 5.3.9 A 5.3.9 D 5.3.9 F 5.3.12 J 5.4.9 D 8.2.12 D 8.4.12 C ●Analyze the ways that Ronald Reagan challenged communism and the Soviet Union. ●Explain why communism collapsed in Europe and in the Soviet Union. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with Reagan’s foreign policies. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving Reagan’s foreign policies. ●Describe other foreign policy challenges that faced the United States in the 1980s. ●Analyze why George H.W. ●Teacher evaluation of written Bush decided to use force in some descriptions of key people and foreign disputes and not in others. key terms associated with actions the U.S. took abroad during ●Summarize the Persian Gulf George H.W. Bush’s presidency. War and its results. ●Teacher evaluation of quiz and test questions involving actions the U.S. took abroad during George H.W. Bush’s presidency. ●Teacher evaluation of written essay question on actions the U.S. took abroad during George H.W. Bush’s presidency. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 16: Entering a New Era: The 1990’s and the New Millennium (1992-Present) MAJOR OBJECTIVE: To examine the political, social and economic events of the early 1990s to the present. CURRICULUM STANDARD Student Expectations Specific Content 16.1 Students will learn how technological changes and globalization transformed the American Economy. 5.4.12 A 8.3.12 A 8.3.12 C ●Describe the development of the computer and its impact on business and industry. ●Analyze the impact of new technology on communications. ●Explain how globalization and the rise of the service sector affected the American economy. 16.2 Students will learn what the successes and failures of the Clinton presidency. 5.1.12 D 8.1.12 B 8.3.12 A ●Explain why Bill Clinton won the presidency in 1992. ●Assess the success of Clinton’s domestic policies. ●Describe the Contract With America and its impact. ●Analyze the Clinton impeachment. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with the technological changes and globalization of the early 1990s to the present. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving the technological changes and globalization of the early 1990s to the present. ●Teacher evaluation of written essay question on American protests and social divisions concerning the Vietnam War. ●Teacher evaluation of written descriptions of key people and key terms associated with the Clinton presidency. ●Teacher evaluation of quiz and test questions involving the Clinton presidency. . ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 16: Entering a New Era: The 1990’s and the New Millennium (1992-Present) MAJOR OBJECTIVE: To examine the political, social and economic events of the early 1990s to the present. CURRICULUM STANDARD Student Expectations Specific Content 16.3 Students will learn what role the United States took on in global politics and economics following the Cold War. 5.4.12 A 5.4.9 C 8.4.12 C 16.4 Students will learn what the impact of the terrorist attacks against the United States and of the 2008 financial crisis. 5.2.12 C 5.3.12 J 5.4.12 B 5.4.12 C 8.3.12 D 8.1.12 A ●Analyze how the United States responded to changes in the global economy. ●Assess the foreign policy goals and actions of the Clinton administration. ●Describe U.S. relations with various Middle Eastern countries and groups. ●Assess the outcome of the 2000 presidential election. ●Explain the goals and achievements of George W. Bush’s domestic policy. ●Analyze the impact of terrorist attacks on the United States. ●Summarize the policy goals and actions of the Obama Administration. Assessments Resources/Materials ●Teacher evaluation of written descriptions of key people and key terms associated with global politics and economics following the Cold War. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials ●Teacher evaluation of quiz and test questions involving global politics and economics following the Cold War. ●Teacher evaluation of written descriptions of key people and key terms associated with the terrorist attacks against the United States and the 2008 financial crisis. ●Teacher evaluation of quiz and test questions involving the terrorist attacks against the United States and the 2008 financial crisis. ●Teacher evaluation of written essay question on the terrorist attacks on the United States. ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials CONTENT: American History CORE CONCEPT 16: Entering a New Era: The 1990’s and the New Millennium (1992-Present) MAJOR OBJECTIVE: To examine the political, social and economic events of the early 1990s to the present. CURRICULUM STANDARD Student Expectations Specific Content 16.5 Students will learn how American society changed at the beginning of the twenty-first century. 8.3.12 C 8.4.12 A 8.4.12 C Assessments ●Analyze the impact of ●Teacher evaluation of written immigration on American society. descriptions of key people and key terms associated with the ●Summarize the cause and effects change in American society at the of changing demographics. beginning of the twenty-first century. ●Teacher evaluation of quiz and test questions involving the change in American society at the beginning of the twenty-first century. ●Teacher evaluation of written essay question on the change in American society at the beginning of the twenty-first century. Resources/Materials ●Textbook ●Classroom activities ●Educational media ●Demonstrations ●Worksheets ●Teacher generated materials V. EXPECTED LEVELS OF ACHIEVEMENT A. Grading system for American History 90% - 100% A B. 80% - 89% B 70% - 79% C 60% - 69% D Below 60% F Individual student grades will be determined at the conclusion of a nine-week period base on: 1. Tests 2. Quizzes 3. Homework 4. Activities 5. Projects