Download American History-Harner 2012 - Northern Lebanon School District

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