Download 9th Grade Global History and Geography

INTRODUCTION
The New York State Social Studies Program requires that our students cover a great body of material in the
course of one year. For example, in grades 7 and 8, our students focus on a chronologically organized study of United
States and New York State history. In the 9th and 10th grades, our students must travel to many different areas of
the world and be aware of the historical, geographical, political, economic and sociological concerns of these
regions. In the 11th grade, our students will study the Constitution in depth, as well as examine America's
history and development and the current issues of the nation. Therefore, the onus falls on the instructor to
see that the year's work is completed before the students move on to the next class and the next teacher.
New York State Grade 11 Social Studies: United States History and Government
U.S. History and Government is a full-year course in history of America and its people, and in the development of its
democratic institutions. This is a required course traditionally taken in grade 11. Students will take a Regents exam in
June. Following a review of the nation’s beginnings and the impact of the Enlightenment on U.S. democratic ideals, students
build upon the tenth grade study of global industrialization to understand the emergence and impact of new technology
and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition of
American society; the movement toward equal rights for racial minorities and women; and the role of the United States as
a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as
the continuing tension between the individual and the state. Students consider the major social problems of our time and
trace their causes in historical events. They learn that the United States has served as a model for other nations and that the
rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic
to citizens of other countries. Students understand that our rights under the U.S. Constitution are a precious inheritance that
depends on an educated citizenry for their preservation and protection

TOPICS FOCUSED ON INCLUDE THE FOLLOWING:

Constitutional Foundations
Historical Foundations
Development of the Constitution


1

























Basic Constitutional Principles and Structure
Implementing the Constitution
Industrialization of the U.S.
The Constitution Tested- Crisis and Civil War
The Reconstructed Nation
Rise of American Business
Impact of Industrialization on Society
The Progressive Response to Industrialization
Reform in America
America becomes a World Power
At Home and Abroad: Prosperity and Depression
World War I
Prosperity of the 1920’s
The Great Depression
The New Deal
U.S. in the Age of Global Crisis 1933-1950
Isolation and Neutrality
World War II
An Uneasy Peace
The World in Uncertain Times 1950-Present
The Cold War
Containment
Decade of Change-1960’s
Civil Rights Movements
Limits of Power-Vietnam
2


Trend toward Conservatism-Nixon, Ford, Carter, Reagan, and Bush
Approaching the Next Century
Planning the Year’s Work
How can the teacher ensure depth of coverage of the curriculum ? We offer the following suggestions to help
you plan the year's work:
1. Spend some time studying the curriculum map for the course you are responsible for teaching.
2. Obtain a copy of the school calendar for the year so that you can anticipate school holidays, school
testing days, Open School Day and Night and other special events which will reduce teaching time.
3. Determine the amount of time you will require to cover the material in each unit or region under
discussion.
4. Select appropriate content material so that each lesson is a discrete topic and can be completed within a
one period time frame. Try not to deviate from the pacing established in the curriculum map. But, if you
fail then you must make every effort to teach the major issues and ideas of the year’s course work.
New York State Dimensions of Teaching and Learning Social Studies
As a prelude to stating the standards which define the overriding goals of social studies, it is important to
follow New York State’s critical dimensions of teaching and learning that should be used to develop
curriculum and instruction based on the standards. These dimensions can be used to establish criteria for
selecting the historic, social, cultural, geographic, economic, and political under standings that students
might investigate. The first two dimensions are the most critical because they define, more explicitly than
the standards, the intellectual skills that students must develop.
3
The dimensions challenge what we teach, how we teach, and how we assess student learn ing. To ensure
rich, engaging, and meaningful social studies programs, they should be an inte gral part of all social studies
curriculum and instruction. The eight dimensions are:
intellectual skills
multidisciplinary approaches
depth and breadth
unity and diversity
multiculturalism and multiple perspectives
patterns to organize data
multiple learning environments and resources
student-centered teaching, learning, and assessment
New York State Social Studies Standards
The standards define what we want our students to know, be able to do, and/or value. In New York State Learning
Standards these are broad and are the same throughout K-12. Key Ideas provide further elaboration of a given
standard and are also the same for K-12. Performance Indicators are what students will show us to demonstrate
they know, can do, and/or value the Standards.
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in the history of the United States and New York.
4
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in world history and examine the broad sweep of history from a variety of
perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the
interdependent world in which we live—local, national, and global—including the distribution of people, places, and
environments over the Earth’s surface.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other
societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making
units function in the United States and other national economies, and how an economy solves the scarcity problem
through market and non-market mechanisms.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing
governments; the governmental system of the United States and other nations; the United States Constitution; the basic
civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including
avenues of participation.
Concepts and Themes
The Social Studies program has been created as a sequentially developing program from grades K-12. The emphasis is on
the development of concepts and understandings - MAJOR IDEAS - together with the subject content. Concepts and
themes serve as content organizers for the vast amounts of information people encounter every day. Concepts represent
mental images, constructs, or word pictures that help people to arrange and classify fragmented and isolated facts and
information.
5
A concept is usually abstract, as opposed to concrete and is a product of the analysis and synthesis of facts and
experiences rather than a definition to be learned; constantly subject to change and expansion of meaning and delineation
of detail, as different experiences provide settings and different relationships in new contexts.
The CONCEPTS to be highlighted in support of the five learning standards are as follows:
History
BELIEF SYSTEMS
CONFLICT
CULTURE
CHANGE
EMPATHY
DIVERSITY
IDENTITY
IMPERIALISM
INTERDEPENDENCE
MOVEMENT of PEOPLE and GOODS
NATIONALISM
URBANIZATION
Geography
PLACES and REGIONS
HUMAN SYSTEMS
PHYSICAL SYSTEMS
ENVIRONMENT
WORLD in SPATIAL
TERMS
Economics
ECONOMIC SYSTEMS
NEEDS and WANTS
SCARCITY
SCIENCE/ TECHNOLOGY
FACTORS of PRODUCTION
Civics
JUSTICE
POLITICAL SYSTEMS
NATION STATE
CITIZENSHIP
HUMAN RIGHTS
POWER
CIVIC VALUES
GOVERNMENT
6
The major ideas and understandings to be developed derive both from the major concepts and from an analysis of
relationships between elements of the content being considered. These concepts allow the instructor to develop a
focus for the lesson. Most importantly, the concepts can be keys to our students’ understanding of the subject
matter. In planning WHAT will be taught, the teacher should select one or two concepts as the linchpin around which the
lesson is organized. These concepts are repeated in other lessons dealing with other topics being studied and are used to
refer to modern times as well as past history. Such repetition will assist the students in developing a better insight into the
scope and connectivity of the curriculum.
*Introduction, Development and Review of a Concept
Select CHANGE as your concept.
Introduction

Ask the class what they think of when they hear the word change.

Brainstorm responses and chart on the chalkboard.

Accept all answers and, if possible, connect related words and ideas.

Encourage the class to discuss what has been written on the chalkboard.

Restructure the ideas by adding and deleting.
Development

Distribute a reading or select a text passage from which the concept change can be understood and explored.

Apply the diagram on the chalkboard to the reading and ask the following:
1. How is change in the reading similar to the diagram?
2. How is it different?
3. What ideas on the diagram are contained in the reading?
7
4. What changes occurred to the people in the reading?
5. Should we add new ideas to our diagram?
6. What assumptions can be made about change?
7. With the class, work out a definition of change.
Review

Choose a different concept such as EMPATHY or TECHNOLOGY.

Review the material studied under change, with a new emphasis on empathy or technology.

Construct a diagram centered on empathy or technology following the steps outlined above.
Note: The class is to keep these definitions. As appropriate materials and new ideas relating to the concept are studied, the
students will be able to compare the ideas presented in the new material with those previously discussed. Students will
analyze the similarities and/or differences.
* Adapted from handout developed by Margaret Docherty, Staff Development Specialist, Social Studies
The Social Studies Lesson:
The Social Studies lesson should include the following:
 Key issues which have persisted throughout history:



power relationships between citizens and government
human rights
international relations/politics
 Key people who have had significant impact throughout history:
 Mahatma Gandhi
 Adolph Hitler
 Martin Luther King, Jr.
 Key systems which have been established to meet human political, geographic, economic and social needs:
 political party system
8
 market system
 ecological system
 Key interactions among peoples and cultures:
 world immigration/migration patterns
 contact between European settlers/colonizers and indigenous peoples
 western movement of the frontier
 Key vocabulary which enables the student to comprehend and communicate with others:
 imperialism
 capitalism
 nation/state
SOCIAL STUDIES SKILLS
Skill development must be a part of all social studies teaching. It is important because it helps students become
more efficient at acquiring and understanding social studies content as well as helping them to learn, practice,
and apply those skills and processes they need as citizens in school today and will need as adult citizens
tomorrow. Skills and content are interrelated. Students need skills to learn content and they ne ed to work with
content to develop skills.
The following skills are intended as outcomes of a social studies program:
 The ability to get, organize, process and communicate accurate social studies information and ideas.
 The ability to identify and investigate issues, generate and test hypotheses and take and support
position persuasively.
 The ability to make appropriate decisions, to identify and solve problems effectively and to initiate
appropriate action.
 The ability to form or acquire a set of standards and apply them to the evaluation of assumptions, sources,
evidence, reasoning and arguments (critical thinking) and to the evaluation of beliefs, qualities and behaviors
(valuing)
 The ability to determine and understand their rights and responsibilities and decide how they should
be exercised as contributing citizens .
9
TEACHING STRATEGIES:
Frontloading (IRA September 1988)
Frontloading is a strategy that prepares the students for the activity or lesson that follows. One of the major purposes of
frontloading is to motivate student's curiosity by asking leading questions that can be answered by analysis of materials
presented (reading, photo, video, etc.) or by highlighting interesting points.
Students learn best when they have adequate background knowledge about a topic. The more the teacher does to help the
students understand the concepts, vocabulary and assignments prior to the activity, the more likely the students will be
involved, active participants. Therefore, it is helpful to ask students what they already know about the subjects to be
studied, to brainstorm, to organize that information into categories and to list questions students might still have about
the topic.
Students learn best when they are actively involved. Turning students from passive to active participants involves asking
students to do something with the information presented to them, such as note-taking, summarizing, writing or
discussing. Students need to learn how to become strategic learners. The teacher's goal is to help students move from
dependence to independence in learning. Students must discover which learning strategies work best
for them and when to apply them.
Frontloading leads to more purposeful and successful learning. Reading or analysis of materials presented becomes the
means to add depth and to elaborate concepts rather than to introduce them. These procedures assist students in
becoming independent learners.
Frontloading strategies include:
Brainstorming
KWL Charts
Prediction
Eliciting Prior Knowledge
10
STRATEGY: Brainstorming
Eliciting prior knowledge simply reinforces the obvious, that nothing is learned in a vacuum. New knowledge or
concepts must be anchored or based on prior knowledge. if the essence of comprehension is building bridges between the
known and the unknown, the strategy of eliciting prior knowledge facilitates this process.
Procedure
1. The teacher introduces the subject topic to be taught.
2. Students offer what they know about this topic.
3. The teacher writes the words and ideas on the chalkboard. The teacher may add information not mentioned.
4. Discussion can take place during the brainstorming or after it has been completed. Sometimes one word or detail
opens up a new association of words and ideas.
5. The students are now ready for the text.
The topic to be introduced is Early Slavery in America:
 We will be reading about slavery in America. Before we read about this topic let's see how much we already now. Let's
start listing some of the things you already know about slavery.
 Teacher lists randomly or in some order. Probable responses could be
Lincoln
Frederick Douglass
Runaways
mistreatment
slave ships
Roots
bought
owned
sold
Civil War
chattel
whites
Sectionalism
Underground railroad
auctions
servants
master
Plantation
revolt
Africa
Cotton
economics
Harriet Tubman
The South
blacks
tobacco
chains
slave owners
11
field hands
The students and teacher define some of these words and concepts.
 Now we will read about the early years of slavery in America. Let's see which words appear in the reading.
STRATEGY: Semantic Webbing
 Teacher places core word "EXPLORERS" on the chalkboard.
Explorers
 What words come to mind when you see this word?
Florida
Fountain
brave
determined
sailors
Henry Hudson
Half Moon England
ships
Marco Polo
China
12
bridge
da Verrazano
\narrows
France
1524

Elicit words and categories.
Set up a categorized listing.
2. STRATEGY: PREDICTION
A prediction technique arouses students' interest and comprehension by asking them to predict what is to be learned in
the lesson. As a result of having made the predictions, the anticipated outcome is that students will analyze data (reading,
cartoon, graph, map, etc.) to prove they are correct.
A. Formal Prediction Guides (Journal of Reading, December 1983)
The following samples consist of lists of statements pertaining to the unit to be studied.
Figure 1: Prediction Guide
Directions: In Column A check those statements you think are true concerning the Twenties, the Depression, and the
New Deal. Don't put anything in Column B yet.
A B
1. Many Americans were characterized by their optimism, prosperity and materialism at the
beginning of the 20's.
2. Women voted for the first time in the 1920 election.
3. After a period of war and tension, people wanted to forget their problems and concentrate on enjoying
themselves.
4. Richard Byrd conquered the South Pole.
5. Since booming business was certain to create a great future for Americans, government policies
tended to leave it alone.
6. Auto makers were thrilled at cars rolling off the assembly lines, but some people fe lt t hat t his ne w
inv ent io n o nly inv it ed mo r al decay f o r A mer ica.
7. Movie theaters thrived on sex appeal, a new American ideal.
8. Television began to play an important role in politics.
9. The role of women changed drastically in the 1920's.
10. Prohibition laws were widely disobeyed.
13
In this prediction guide several incorrect statements are included as distractors. Students follow the directions. After
the students have completed either their reading, viewing or listening activity, they are asked to check those
statements when they then believe to be correct. The sample above was used before students viewed a film on U.S. history.
This is a slightly modified formal prediction guide, this time used with a textbook chapter on the U.S. Constitution. This
activity is suitable for students achieving below grade level and includes fewer statements.
Figure 2: Prediction Guide - The U.S. Constitution
Part A. Before reading the chapter see how well you can predict what you are going to learn from the chapter, in Column
A, place a check next to every statement that you predict will be proven true in the chapter.
A B
1. Before the Constitution was written, the states made most of the laws.
2. There was only one kind of paper money in the U.S. before the Constitution.
3. Shay's rebellion was the farmers against the government.
4. Benjamin Franklin was the youngest signer of the Constitution.
5. State governments can now declare war.
Part B. After reading, put a check in Column B by all the statements you believe are true. How much did you improve
your knowledge from your reading?
Part C: Rewrite each statement which is not correct in order to make it correct. Use complete sentences. You may use
your textbook.
B. Informal Prediction Guides
Informal prediction requires little effort on the part of the teacher. It usually results in reduced teacher work
and increased student involvement and productivity. Generally, teachers provide minimal guidance on the chalkboard
and then students work individually or in groups to generate predictions.
14
Example I:
The teacher writes the first sentence or major heading of a chapter on the chalkboard and then asks students
to develop five to ten questions based on the sentence or heading which they predict will be answered in the chapter.
Then they read the chapter to determine how many of their questions were actually answered.
Example 2:
Have students survey the chapter before making predictions. The teacher presents the following paragraph
frame. Students then examine the chapter to verify their predictions.
 After surveying the chapter,
 I believe the major figure(s) will be _________________
 Some major events will be __________________________
 Some important dates appear to be ___________________
Example 3:
Photographs are used in this prediction strategy. Students are asked to look at photographs either in the textbook or
viewed via an overhead projector. Based on the photograph, the class is asked to make predictions about important
events or people they think they will encounter in the chapter or the lesson.
Example 4:
If you are teaching Global Studies, ask students to make predictions about the people, industry, climate, food and
customs of the area you are introducing.
Some tips in using Prediction Guides
 Wait time is important. Give the students time to think about their answers.

Ask three key questions:
-What do you think?
-Why do you think so?
-Can you prove it?
 Encourage students to comment on each other's-responses.
Teach vocabulary holistically within the lesson.
15
3. ELICITING PRIOR KNOWLEDGE
Prior knowledge is the base upon which new knowledge is built. Reading is a process in which information from the text
and the knowledge passed by the reader connects to produce new meaning.
A clear finding from research of the past decade is that young readers, and poor readers of every age, do not
consistently see relationships between what they are reading and what they already know. Useful approaches to
building background knowledge prior to the reading lesson focus on the concepts that will be central to
understanding the upcoming material, concepts that students either do not possess or may not think of without
prompting.
Several studies indicate that using instructional time to build background knowledge pays dividends in
comprehension. Systematic classroom observation reveals that preparation for reading is the phase of the reading
lesson that is most often slighted, or even skipped altogether. More focused attention must be given to developing
the background knowledge that will be required to understand a reading selection.
Expected Classroom Behaviors
 Teachers provide or utilize their own and their students' experiences as a basis for the comprehension of new
information.
 Teachers develop a background for reading, utilizing students' and their own prior knowledge of the subject.
 Teachers' plans allow for exploring students' own ideas/experiences in learning new concepts.
Teachers use techniques such as brainstorming and semantic mapping to focus students' awareness of their own
background knowledge.
Using Visuals
Today's students are a visual generation. One of the best ways to motivate a lesson is with a visual: a photograph, a
drawing, a cartoon. In order to make the most of the visuals as learning tools, it is vital to provide the opportunity for
students to use thinking skills at all levels. The following questions are offered as samples for use with visuals.
16
Recall
Comprehension
Analysis
Synthesis
Hypothesis
Evaluation
Recall
What information do you get from this visual?
What do you think the artist is trying to tell us?
What do you see in this picture?
What creates the mood you think is expressed?
Why do you think the artist chose this site? Why do you think the artist chose these
colors? Do you see any symbols? Explain.
Does the title affect how you view the picture?
What do you think was the artist's purpose in painting this picture?
What title would you give this picture?
What can we learn about__________
from this picture?
On the basis of this picture, do you think that this artist would probably favor
____________
Does this piece of art reflect the spirit of the times? Would you buy this painting?
Would you want this painting in your home?
What information do you get from this visual?
What do you think the artist is trying to tell us?
What title would you give this cartoon?
Comprehension
The_________in the cartoon represents________________.
Why do you think the cartoonist used _________________
in the picture?
17
Analysis
Synthesis
Hypothesis
Evaluation
The problem illustrated in the cartoon was caused by _____________.
The data in the cartoon reflects the recent change in _______________.
What do you think was the artist's purpose in drawing this cartoon?
What do you think the cartoonist implies about _______________?
A valid conclusion that can be drawn about the cartoonist's viewpoint is
_____________.
According to the cartoonist, what was the cause of ________________?
What action(s) would be most effective in changing the situation in the cartoon?
If the cartoonist's viewpoint is correct„ what effect will it have on
___________________?
Do you agree with the cartoonist's viewpoint?
How would you draw the cartoon?
Teaching Reading in Social Studies
Social Studies is a reading subject. Students receive most of the content material through reading. Therefore, it is
important for the social studies teacher to develop the role of being a reading teacher. Students may have difficulty in
reading textbooks, classroom data, newspapers, homework assignments, etc. It is the role of the teacher to make reading
comprehensible through pre reading strategies.
Pre-reading


Establish goal for reading
Skim text for titles, headings, captions, graphics, etc. to predict focus.
 Identify and predefine unfamiliar vocabulary and concepts.
 Obtain background information from an outside source.
During Reading
 Reread


Paraphrase difficult sentences and passages from the complex to the simple.
Restate or rephrase unfamiliar words or phrases.
18
 Look for relationships of ideas.

Focus on important ideas.
 Identify organizational pattern or patterns.



Read ahead for clarification.
Backtrack to last point of text to clarify or understand.
Relate new ideas to prior knowledge.
 Periodic self-assessment and monitoring to measure understanding.
 Insert references such as nouns for pronoun clarification.
Other Strategies
 Sub-vocalizing - normally silent reading becomes audible.
 Reading aloud - to hear text that is difficult.
 Fragmentation of text - reading a selection in more digestible units of information.
 Adjust reading rates - slower for more difficult; faster for less difficult or recreational reading
Modeling the Reading Process
The teacher should read selections aloud or with the class. The teacher can say:




Based on the title, I think this selection will be about....
Based on the subtopics and headings, I think
Looking at the illustration, maps and charts, I can tell
Reading the captions under the photographs or illustrations, I think
 After scanning the selection, I see a few words that are not familiar....
 I will predefine them or identify a synonym for each word.
 I will write these definitions and/or synonyms on a sheet of paper.
- I will refer to the sheet as I read.
- Before I begin reading the selection, I ask myself: What do I already know about this subject? (Prior knowledge)
- I am now ready to read the first paragraph. In the first paragraph I expect to learn more about the focus of this
selection.
- Upon reading the first paragraph, I ask myself: What did I learn about? Do I have a clearer understanding of the
selection?
19
-
I now compose one question about this paragraph and answer it.
I also write a summary sentence.
For some paragraphs, a second sentence may be necessary.
I will repeat this process - one question and answer and a summary statement for each paragraph I will read.
Metacognition
Metacognition, as it is generally described in the literature on teaching, means the knowledge learners have about reading
strategies and the ability they have to use that knowledge to monitor their own reading. When self- knowledge and selfmonitoring can be combined, then readers will be able to assume the responsibilities for their own learning which is
characteristic of the mature reader.
Metacognitive theory leads us to believe that student-generated questions can lead to improved comprehension since
these questions entail deep processing of the text. When students ask questions of themselves, it enables them to develop
an inquiring, investigative frame of mind. All too often, students rely on teachers and/or appropriate textbooks to ask the
questions. They have not learned to ask appropriate questions of themselves. They have not learned to monitor their own
reading.
The following activity is a step-by-step approach to helping students develop their own questions to guide them through
a prereading or reading assignment.
GENERATING STUDENT QUESTIONS
 Students read a portion of the text from the beginning of a selection.
 Ask students to write five to 10 questions that they think will be answered in the remainder of the
text.
 Discuss some of the questions asked by students before reading. Write them on the chalkboard.
 Students read to see if their questions are answered.
After reading the teacher leads a discussion to determine which questions were answered, which were not and
why.
20
Assessment of Students’ Mastery of the Exit Outcomes and Grade Level Content Expectations
Verification that students have achieved the given outcomes will be done through ongoing assessments and data gathering.
Evidence of proficiency may take many different forms that are aligned to the State Standards, performance indicators and
grade level content expectations. These multiple measures may include:
 District Quarterly Assessments/Performance tasks/products
 Teacher-made Quizzes, tests
 Informal observations/discussions
 Student self assessments
 Document-based questions
 Constructed responses
 Thematic Essay
 Projects
Literacy strategies students need to apply in a DBQ:
Text-to-Self or Document-to-Self
** Teacher role is to aid students in determining what is important and relevant
** Student role is to question him/herself:
 What do I already know about this topic?
 What do I anticipate learning from this text/document?
 What am I learning that is new?
 How does this text/document change my understanding?
Text-to-Text or Document-to-Document
** Teacher role is to help students realize how different texts deepen understanding.
** Student role is to question him/herself:
 What other text/document have I read on this topic?
 What did I learn when I read other texts/documents?
 What is the relationship between the texts/documents?
 How does this text/document change my understanding?
21
Text-to-World or Document-to-World
** Teacher role is to aid students in determining what is important and relevant
** Student role is to question him/herself:
 What have I heard on the news and media that is relevant to this text/document?
 What places have I traveled to that are relevant to this text/document?
 What discussions have I had with my family and others relevant to this text/document?
 What have I learned in school that is relevant to this text/document?
 How does this text/document change my understanding?
Unpack the question (Learn to Read the Question)
** Teacher role is to aid students in learning to read and analyze the question/
controlling idea.
** Student role is to question him/herself:
 What does the Historical Background tell me about the topic and purpose of the task?
 What is the question in the box asking me to do?
 What is the connection between the Historical Background and the question in the box?
 What information do I need to find?
 What key words and phrases in questions, directions, and reading selections should I highlight?
Document-to-Task on a DBQ
** Teacher role is to help students understand how different texts deepen
understanding and are related to the questions/ controlling idea.
** Student role is to question him/herself:
 What is the question in the box telling me about the purpose of each document?
 As I preview each document I ask myself, “How does this document connect to the question in the box?”
 As I read and look at each document, what is the connection (relationship) between the documents?
 Why have these documents been provided to answer this question?
 How do the documents and the historical background work together to help me form my interpretation?
22
DOCUMENT ANALYSIS
 Analyze documents according to the following criteria: attribution, point of view, reliability, intent or purpose,
audience, and tone.
- Attribution includes knowing who the author is and his or her personal background such as social class, occupation,
religion, and education.
- Point of view is the result of attribution. It is a neutral way of identifying bias, prejudice, or personal perspective about
the topic.
- Historians must question every author’s reliability.
- Audience is critical to history. Knowing to which group a politician is speaking or the ruler is writing clarifies intent.
This is important because famous people slant what they say to fit the audience or purpose. This affects reliability and
engenders bias.
- Tone is the color of the language and the overall feeling created by the document.
STATISTICAL ANALYSIS, CHARTS, AND GRAPHS
 Use visual data to perform statistical analysis and support conclusions.
 Pie charts show portions relative to the whole.
 Bar graphs compare different types of data in columns with percentages or relationships over time.
 Tables display related bits of data in columns and rows.
*Primary Source Analysis ( from Spotsylvania School District)
Following is a heuristic device helpful in the analysis of primary source documents:
APPARTS (Primary Source Analysis):
Author: Who created the source?
Place and Time: Where and when was it created?
Prior Knowledge: What do you already know about it?
Audience: For whom was the source created?
Reason: Why was this source produced?
The Main Idea: What point is it conveying?
Significance: Why is this source important?
23
NOTETAKING
 T-outline: place reading notes in the larger, right-handed column, in the left column, write teacher notes on the same
topic.
 Read each separate section and then go back and outline it.
 Summarize.
BASIC ESSAY TECHNIQUES
- Know the difference between analyze, assess, evaluate, compare, contrast, describe, discuss, enumerate and explain.
1. THE DOCUMENT-BASED QUESTION
(DBQ)
Not primarily designed to test a student’s knowledge about world history, but rather the student’s ability to use
documentary evidence to make and to support an argument.
- An acceptable thesis requires a simple thesis stating the point of argument.
- An expanded thesis and additional points require a comprehensive thesis statement, such as the preceding example.
- Students need to use all or all but one of the documents. Use is defined as citing, quoting, listing, summarizing,
mentioning, analyzing, interpreting, or critiquing the documents.
- Students must understand the basic meaning of the documents cited in the essay.
- Students must analyze point of view or bias in at least two or three documents, depending on the essay that year.
- Students must analyze documents by grouping them in NO LESS THAN three ways.
- Students will be asked to identify one additional type of document they could have used to support the essay prompt.
24
2. CHANGE OVER TIME ESSAY
The Change Over Time essay asks students to access how larger global issues and themes such as gender, trade,
technology, and environment changed, and remained the same, over time.
Students will not only have to identify areas of change, but also areas of continuity across chronological periods, and will
have to compare two or more chronological periods within one geographic area.
Rubric
A rubric is a set of evaluative criteria, often displayed in a table format that summarizes levels of proficiency. Rubrics
support an objective approach to evaluation and allow students to see qualitative differences in the range of proficiencies.
Rubrics are to be used to score the Thematic Essay, the Document Based Essay, and the Constructed Response that will be
included in the formal assessments of the content being taught.
Essential Questions
 give focus to instruction and to programs, courses, units of study and lessons
 engage students
 promote questioning and lead to attempts at verification
 are asked over and over across the curriculum (horizontally) and over the years (vertically)
 should be linked closely to assessment
 provide a means to prioritize content
 can not be easily answered
25
U.S. History and Government
EXIT OUTCOMES
Grade 11
By the end of the year, students will be able to:
 analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over
time and how they unite all Americans
 describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the
New York State Constitution, the United States Constitution, the Bill of Rights, and other important historical
documents.
 discuss several schemes for periodizing the history of New York State and the United States
 develop and test hypotheses about important events, eras, or issues in New York State and United States history,
setting clear and valid criteria for judging the importance and significance of these events, eras, or issues
 compare and contrast the experiences of different groups in the United States
 examine how the Constitution, United States law, and the rights of citizenship provide a major unifying factor in
bringing together Americans from diverse roots and traditions
 analyze the United States involvement in foreign affairs and a willingness to engage in international politics,
examining the ideas and traditions leading to these foreign policies
 compare and contrast the values exhibited and foreign policies implemented by the United States and other nations
over time with those expressed in the United Nations Charter and international law.
 Students:
 compare and contrast the experiences of different ethnic, national, and religious groups, including Native American
Indians, in the United States, explaining their contributions to American society and culture
 research and analyze the major themes and
 developments in New York State and United States history (e.g., colonization and settlement; Revolution and New
National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor
movement; Great Depression; World Wars; contemporary United States)
 prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural
developments, issues, and events from New York State and United States history
26














understand the interrelationships between world events and developments in New York State and the United States
(e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom).
analyze historical narratives about key events in New York State and United States history to identify the facts and
evaluate the authors’ perspectives
consider different historians’ analyses of the same event or development in United States history to understand how
different viewpoints and/or frames of reference influence historical interpretations
evaluate the validity and credibility of historical interpretations of important events or issues in New York State or
United States history, revising these interpretations as new information is learned and other interpretations are
developed. identify historical problems, pose analytical questions or hypotheses, research analytical questions or test
hypotheses, formulate conclusions or generalizations, raise new questions or issues for further investigation
interpret and analyze documents and artifacts related to
significant developments and events in world history
plan and organize historical research projects related to regional or global interdependence
analyze different interpretations of important events, issues, or developments in world history by studying the social,
political, and economic context in which they were developed; by testing the data source for reliability and validity,
credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by
omission, suppression, or invention of facts
analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious
practices and activities
explain the dynamics of cultural change and how interactions between and among cultures has affected various
cultural groups throughout the world
examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.
understand how to develop and use maps and other graphic representations to display geographic issues, problems,
and questions
describe the physical characteristics of the Earth’s surface and investigate the continual reshaping of the surface by
physical processes and human activities
investigate the characteristics, distribution, and migration of human populations on the Earth’s surface (Taken from
National Geography Standards, 1994)
understand the development and interactions of social/cultural, political, economic, and religious systems in different
regions of the world
27


















analyze how the forces of cooperation and conflict among people influence the division and control of the Earth’s
surface (Taken from National Geography Standards, 1994)
explain how technological change affects people, places, and regions.
analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic
needs and wants by utilizing scarce resources
define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources,
money and banking, economic growth, markets, costs, competition, and world economic systems
understand the nature of scarcity and how nations of the world make choices which involve economic and social costs
and benefits
describe the ideals, principles, structure, practices, accomplishments, and problems related to the United States
economic system
compare and contrast the United States economic system with other national economic systems, focusing on the three
fundamental economic questions
explain how economic decision making has become global as a result of an interdependent world economy
understand the roles in the economic system of consumers, producers, workers, investors, and voters.
analyze how the values of a nation and international organizations affect the guarantee of human rights and make
provisions for human needs
consider the nature and evolution of constitutional democracies throughout the world
compare various political systems with that of the United States in terms of ideology, structure, function, institutions,
decision-making processes, citizenship roles, and political culture
identify and analyze advantages and disadvantages of various governmental systems.
trace the evolution of American values, beliefs, and institutions
analyze the disparities between civic values expressed in the United States Constitution and the United Nation
Universal Declaration of Human Rights and the realities as evidenced in the political, social, and economic life in the
United States and throughout the world
identify, respect, and model those core civic values inherent in our founding documents that have been forces for unity
in American society
compare and contrast the Constitutions of the United States and New York State
understand the dynamic relationship between federalism and state’s rights.
28














understand how citizenship includes the exercise of certain personal responsibilities, including voting, considering the
rights and interests of others, behaving in a civil manner, and accepting responsibility for the consequences of one’s
actions (Adapted from The National Standards for Civics and Government, 1994)
analyze issues at the local, state, and national levels and prescribe responses that promote the public interest or general
welfare, such as planning and carrying out a voter registration campaign
describe how citizenship is defined by the Constitution and important laws
explore how citizens influence public policy in a representative democracy.
analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive
immigration from Southern and Eastern Europe.
analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government
described in the Declaration of Independence.
trace the rise of the United States to its role as a world power in the twentieth century
analyze the major political, social, economic, technological, and cultural developments of the 1920s.
analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of
the federal government
analyze America’s participation in World War II.
analyze the economic boom and social transformation of post–World War II America.
analyze U.S. foreign policy since World War II.
analyze the development of federal civil rights and voting rights.
analyze the major social problems and domestic policy issues in contemporary American society.
29
Collaborative Curriculum Map 2006-2007
Mount Vernon City School District
(District, HS Social Studies Maps) / US History & Government* / Grade 11 (District Master Maps)
Essential
Content / Strategies
Skills
Assessment
Questions
(Week 1,
1 Week)
Unit I:
Geography
Concepts/
Themes
Places and
Regions
Physical
Systems
Physical
Systems
Physical
Systems
Environme
nt Human
Systems
How did geography
influence the
development of
American Society?
Was westward
expansion necessary
for the survival of
the United States?
How did climate
influence the
agriculture of the
Unite States?
How do climate
hazards influence
American
lifestyles?
A. The physical/ cultural
setting in the Americas
1.
Size and location
2. Major zones/ areas
a.
Climate zones
b.
Vegetation zones
c.
Agricultural areas
d.
Natural resources
3. Factors that shaped the
identity of the United States
a.
Major mountain ranges
b.
Major river systems
c.
Great Plains
d.
Atlantic/ Pacific oceans
e.
Coastlines
f.
Climate
g. Abundance of natural
resources
4. Barriers to expansion/
development
a.
Climate
b.
Mountain ranges
c.
Arid lands
d.
Great Plains
B. Role/ influence of geography on
historical/- cultural development
1. Influences on early Native
American Indians
2. Influence on colonization
patterns and colonial
development
3. Territorial expansion
30
• Plan, organize, and
present geographic
research projects
• Locate and gather
geographic
information from a
variety of primary and
secondary sources
• Select and design
maps, graphs, tables,
charts, diagrams, and
other graphic
representations to
present geographic
information
Apply geographic
skills and reference
sources to understand
how relationships
between humans and
their environment
have changed over
time.
• Analyze geographic
Thematic Essay
Theme: Places and
Regions
Throughout
American history,
geographic factors
often play a major
role in the historical,
political, social and
economic
development.
Identify a region in
the United states;
explain a geographic
factor in that region;
discuss how the
factor has had a
positive and a
negative effect on
the development of
the region
• Use maps showing
the stages of the
expansion of the
United States to
demonstrate the
Resources &
Materials
Classroom Maps
Map Handouts
Textbook Maps
http://www.eduplac
e.com/ss/ssmaps/us
physical.htl
Physiographic
Provinces of the
United States
4. Impact during wartime
5. Effect of location on United States
foreign policy
C. Geographic issues today
1. Waste disposal
2. Water! air pollution
3. Shifting populations
4. Energy usage
5. Urban problems/ challenges
D. Demographics
1. Characteristics
a. Gender
b. Age
c. Ethnicity
d. Religion
e. Economic variables
f. Nature of household
g. Marital status
2. Immigration
3. Migration
4. Population relationships! trends
since 1865
a.
Population growth
b.
Distribution
c.
Density
5. Current issues
a.
Graying of America
b.
Effects of the baby boom
generation
c. Changing composition of
populations
Strategies
Use maps showing the stages of the
expansion of the United States to
demonstrate the importance of
strategic location and to explain
economic need to secure the port of
31
information by
developing and testing
inferences and
hypotheses, and
formulating
conclusions from
maps, photographs,
computer models, and
other geographic
representations
• Develop and test
generalizations and
conclusions and pose
analytical questions
based on the results of
geographic inquiry.
• Use climate and
physical feature maps
to illustrate physical
setting, regions, and
features of different
places in the United
States.
Manipulation of
physical, political and
demographic maps
Interpreting Maps
Analyzing Maps
Create illustrated
brochures describing
some of the natural
resources of the
importance of
strategic location
and to explain
economic need to
secure the port of
New Orleans in the
Louisiana Purchase
(1803) or the need to
obtain a natural
boundary to the
West such as the
Mississippi River in
the Treaty of Paris
(1783).
• Describe the
physical
characteristics of
North America and
investigate the
reshaping of the
surface by physical
processes and
human activities
• investigate the
characteristics,
distribution, and
migration of human
populations in the
United States
Explain how
technological change
affects people,
places, and regions.
New Orleans in the Louisiana
Purchase (1803) or the need to obtain
a natural boundary to the West such
as the Mississippi River in the Treaty
of Paris (1783).
Discuss the influence of geography
on settlement! demographic patterns
in the United States, e.g.,
- the fact that the Great Plains area
was settled in the period after the
Civil War (UNIT THREE);
- lack of settlement in the arid lands
of the Mexican Cession (UNIT TWO
and UNIT THREE);
- influence of mountain ranges such
as Appalachians and Rocky
Mountains on westward travel and
settlement (UNIT TWO and UNIT
THREE);
- Midwestern: effect of the Dust
Bowl on agriculture (UNIT FIVE);
- impact of the energy crisis of the
1970s on the development and
demographic growth of the
Southeast and Southwest (UNIT
SEVEN).
- lure of the so-called sun belt states
for the increasing numbers of retired
people (UNIT SEVEN)
Illustrate the importance of strategic
location in foreign policy
discussions, e.g.,
- interest in protecting the Western
Hemisphere with Monroe Doctrine
32
United States
Draw a topographical
map of the United
States, using textbook
and atlas as guides.
Completed maps
should include a key
and standard coloring
for elevation
Identify the different
climates of the United
States, describe the
main feature of each
and identify the states
located in each
climatic region
(UNITTWO) and Roosevelt
Corollary (UNIT FOUR);
- interest in building the Panama
Canal to link the Atlantic and Pacific
trade (UNIT FOUR);
- annexation of Hawaii as a potential
naval base (UNIT FOUR);
- acquisition of the Philippines in
relation to China trade (UNIT
FOUR);
- Gulf War in terms of protecting oil
resources of the Persian Gulf region
(UNIT SEVEN).
Discuss these geographic issues as
they relate to the United States’
adjustment to industrial and
demographic change (UNITS
THREE - SEVEN). Consider
demographic change in discussing
stages of settlement and impacts of
new waves of immigrants (UNITS
THREE - SEVEN). Consider the
impact of demographic change and
political, economic, and social life,
for example:
- implications of baby boom
generation at the early stages of their
life cycle (increased demands for
housing after WWII);
- pressure on educational resources
of the 1950s, 1960s, and 1970s;
- graying of the population and its
effects on Social Security and
Medicare (UNIT SIX and UNIT
SEVEN).
33
2 - I: The
Constitution
: The
Foundation
of Society
(Week 3,
8 Weeks)
Was the American
revolution
inevitable?
To what extent did
the Declaration of
Independence reflect
Enlightenment
thought and colonial
experiences?
Concepts/
Themes
Change
Citizenship
Civic Values
Constitution
al Principles
Diversity
Government
How did the ideas
of John Locke and
Thomas Paine
influence Jefferson's
writings in the
Declaration of
Independence?
How did America's
pre-Revolutionary
relationship with
England influence
the structure of the
first national
government?
What weaknesses in
the Articles of
Confederation led to
the effort to draft a
new constitution?
How did the authors
of the Constitution
remedy these
A. Historical foundations
1. 17th- and 18th-century
Enlightenment thought
a. European intellectuals (Locke,
Montesquieu, Voltaire, Rousseau)
b. Key events (Magna Carta, habeas
corpus, English Bill of Rights,
Glorious Revolution)
2. The peoples and peopling of the
American colonies (voluntary and
involuntary)
a. Native American Indians
(relations between colonists and
Native American Indians, trade,
alliances, forced labor, warfare)
b. Slave trade
c. Varieties of immigrant motivation,
ethnicities, and experiences
3. Colonial experience: political
rights and mercantile relationships
a. Colonial charters and selfgovernment: Mayflower Compact,
town meetings, House of Burgesses,
local government, property rights,
enforceable contracts, Albany Plan of
Union
b. Native American governmental
systems
c. Colonial slavery (evolution and
variation of slavery in Chesapeake,
South Carolina and Georgia, lower
Mississippi Valley, middle colonies,
and the North; slave resistance;
34
Apply thinking skills,
such as define,
classify, and infer, to
interpret data, facts,
and ideas from
informational texts
Identify varying
viewpoints
Draw inferences from
conflicting facts and
statements
Detect the different
historical points of
view on historical
events
Assess the credibility
of primary and
secondary sources and
draw sound conclusions from them
Distinguish relevant
from irrelevant
information, essential
from incidental
information, and
verifiable from
unverifiable
information in
historical narratives
and stories
Thematic Essay on
Civic Values
Document Based
Essay on the
derivation of
American political
rights from:
(1) British political
traditions,
(2) 18th-century
Enlightenment
thought, and
(3) developments
during the colonial
period.
Document Based
Essay on the
American
Revolution as the
result of colonial
resistance to changes
in British imperial
policy after 1763.
Construct a chart
illustrating specific
strengths and
weaknesses of the
Articles of
Confederation.
Draw conclusions
and predict
outcomes.
Suggested
Documents:
Mayflower
Compact,
Albany Plan of
Union, Declaration
of Independence,
New York State
Constitution
Suggested
Document: Thomas
Paine, Common
Sense
Suggested
Documents:
Federalist Papers,
United States
Constitution, Bill of
Rights
weaknesses?
What features from
state constitutions,
including New
York’s, were
incorporated into
the United States
Constitution?
Why was this time
called the “critical
period”?
Why were the
powers of the
national government
purposely limited?
What kinds of men
were delegates?
Why?
Why were no women
or African-Americans
included?
How did the
delegates to the
Constitutional
Convention balance
competing interests?
How does this help
to explain some of
the resulting
influence of Africa and AfricanAmerican culture upon colonial
cultures; contradiction between
slavery and emerging ideals of
freedom and liberty)
d. Freedom of the press: the Zenger
case e. Salutary neglect, rights of
English citizens in America
4. The Revolutionary War and the
Declaration of Independence
a. Causes of the Revolution
b. Revolutionary ideology
(republican principles, natural
rights)
c. Revolutionary leaders: Benjamin
Franklin, George Washington, John
Adams, Samuel Adams, Patrick
Henry
d. Slavery, African-Americans, and
the outcome of the American
Revolution (African-American role
in the Revolution, growth of the
“free black” population)
5. New York State Constitution
based on republican principles
a. New York State Constitution
b. State constitutions (ratification by
the people, unicameral versus
bicameral legislatures, branches of
government)
c. Guaranteeing religious liberty
(disestablishment of churches, the
growth of religious pluralism)
d. The abolition of slavery in the
35
Identify, analyze, and
interpret the Articles
of Confederation.
Identify, analyze, and
interpret compromises
that created the
Constitution of the
United States.
Construct various time
lines of key events,
people, and periods of
the historical era they
are studying.
Construct various time
lines of key events,
people, and periods of
the historical era they
are studying.
Apply thinking skills,
such as define,
classify, and infer, to
interpret data, facts,
and ideas from
informational texts
Explain the sources of
historical continuity
and how the
combination of ideas
Create cartoons
illustrating
weaknesses of the
Articles of
Confederation.
Create a chart
illustrating five
major issues of
conflict at the
Constitutional
Convention among
the thirteen states.
Identify and explain
the compromises
that resolved those
conflicts.
Explain the longterm implications of
the compromises.
Create a diagram
comparing the
Articles of
Confederation and
the Constitution of
the United States for
separation of
powers of the
legislative,
executive, and
judicial branches.
Create a chart of
checks and balances
provisions?
North
6. Articles of Confederation
Upon what
principles of
government did the
authors agree?
disagree?
What were the
important
compromises
reached?
How did the
compromises deal
with slavery issues?
How was the
national government
under the
Constitution
different from that
under the Articles?
How did the Bill of
Rights satisfy the
Anti-Federalist
argument?
What specific
provisions have
been interpreted by
and events explains
the emergence of new
patterns visible today.
7. Northwest Ordinance
B. Constitutional Convention
1. Representation and process
a. Framers of the Constitution (James
Madison)
b. Plans of government (Virginia
plan, New Jersey plan, Connecticut
plan)
2. Conflict and compromise: seeking
effective institutions
a. Protecting liberty against abuses
or power
b. Power separated and balanced
c. The Constitution, slavery, and fear
of tyrannical powers of government
3. The document: structure of
government
5. Ratification
a. The Federalist Papers—a New
York activity with widespread
influence
b. The debate: Federalist and AntiFederalist arguments
C. The Bill of Rights
D. Basic structure and function: three
branches and their operation
E. Basic constitutional principles
36
Interpretation and
analysis of Documents
Compare and Contrast
opinions
Map land additions to
the United States from
the early 1800s
through the Mexican
War.
Critique justifications
for manifest destiny.
Argue that manifest
destiny was a myth.
Identify key land
acquisitions of the
United States during
the early 1800s.
Justify the use of the
Alien and Sedition
Acts under the Adams
administration.
Describe the principles
of federalism, dual
sovereignty,
separation of powers,
checks and balances,
the nature and
under the
Constitution of the
Untied States.
Construct a chart
illustrating the
major arguments
expressed in the
Federalist Papers to
gain support for the
proposed
Constitution.
Write journal entries
for a federalist and
anti-federalist
addressing key
issues during the
days of ratification.
Examine Federalist
Papers 51 and 78
and write a paper in
support of
ratification.
Thematic essay
Theme:
Constitutional
Principles
The Supreme Court
has interpreted and
applied the wording
the Supreme Court?
How did
Hamilton’s financial
plans contribute to
economic growth?
How did Jefferson’s
and Madison’s
opposition to
Hamilton’s plans
contribute to the rise
of political parties?
How did the
different geographic
regions react to the
economic debate?
How was the
“necessary and
proper” clause
involved in the
debate? How has
this clause been
used throughout our
nation’s history?
What roles did
Washington,
Adams, and
Jefferson play in
(1) national power—limits and
potentials
(2) federalism—balance between
nation and state
(3) the judiciary—interpreter of the
Constitution or shaper of public
policy
(4) civil liberties—protecting
individual liberties from
governmental abuses; the balance
between government and the
individual
(5) criminal procedures—the balance
between the rights of the accused
and protection of the community
and victims
(6) equality—its historic and present
meaning as a constitutional value
(7) the rights of women under the
Constitution
(8) the rights of ethnic and racial
groups under the Constitution
(9) Presidential power in wartime
and in foreign affairs
(10)the separation of powers and the
capacity to govern
(11)avenues of representation
(12)property rights and economic
policy (13)constitutional change and
flexibility
F. Implementing the new
constitutional principles
1. Creating domestic stability
through sound financial policies:
Hamilton’s financial plans
2. Development of unwritten
37
purpose of majority
rule, and the ways in
which the American
idea of
constitutionalism
preserves individual
rights.
Evaluate the gains that
the United States
made based on the
Treaty of Ghent.
Critique American
foreign policy
decisions that led to
the War of 1812.
in specific cases.
Various decisions of
the judicial branch
of government have
made a significant
impact on
preserving the civil
rights of our society.
Choose two
Supreme Court
cases that involved
an interpretation of
the U.S. Constitution
Prepare a chart of
several specific ideas
expressed in the
original Constitution
and Bill of Rights.
For each of these
ideas, the students
should (1) explain
the meaning of the
idea, (2) identify its
historical origin(s),
and (3) cite
specifically where
that idea is found in
the Constitution
and/or Bill of Rights.
Debate this topic:
The Monroe
shaping the office of
President which had
been vaguely
defined in the
Constitution?
-How did the
rulings of the
Marshall Court in
Marbury v.
Madison, McCulloch
v. Maryland, and
other cases
strengthen the
power of the
Supreme Court
compared to the
other two branches?
How did the
Marshall Court
influence the
elements of
federalism?
What motives
influenced the
conduct of United
States foreign policy
in the following
periods?
constitutional government under
Washington, Adams, and Jefferson:
cabinet, political parties, judicial
review, executive and Congressional
interpretation, lobbying; the
Marshall Court (Marbury v.
Madison, 1803, McCulloch v.
Maryland, 1819, and Gibbons v.
Ogden, 1824)
3. Establishing a stable political
system
a. The Federalist and Republican
parties (philosophies of Hamilton
and Jefferson)
b. Suppressing dissent (the Whiskey
Rebellion, the Alien and Sedition
Acts)
4. Neutrality and national security,
Washington through Monroe:
foreign affairs, establishing
boundaries
a. Neutrality: A key element of
American foreign policy—influence
of geography
b. Anew nation in a world at war
c. Economic pressures as a tool of
diplomacy
d. The failure of Republican
diplomacy: War of 1812 (significance
of the War for Native American
Indians, Spain, the growth of
industry)
e. Monroe Doctrine
Doctrine was a
significant foreign
policy milestone for
the United States.
Write a song
extolling the virtues
of manifest destiny
by including names,
place and events.
Debate the theory
that manifest
destiny was simply
a guise for securing
the ports of San
Francisco and San
Diego.
Create a pre-United
Nations (including a
representative from
Mexico, England,
France, Spain and
the United States)
session where the
United States is
defending the policy
of manifest destiny.
DBQ Essay
Historical Context:
The new American
republic, prior to the
38
Civil War, experienced
dramatic territorial
expansion,
immigration, economic
growth, and
industrialization.
Americans, stirred by
their hunger for land
and the ideology of
"Manifest Destiny,"
flocked to new
frontiers.
Federalist Era: 17891800; 1801-1812; Post
War of 1812;
Monroe Doctrine,
Manifest Destiny
Explain three
reasons for and
three reason against
Territorial
expansion. Discuss
whether expansion
benefited or harmed
the American
people.
How did geography
contribute to each of
these foreign policy
decisions?
How did the debate
over foreign policy
influence the
development of
political parties?
Create parallel
timelines for
significant events in
the following areas:
westward
expansion, the cattle
ranching boom,
Native American
policy, the mining
boom, and the
farming boom.
How did Jefferson, a
strict constructionist
and a devotee of
limited government
and frugality in terms
of government
spending, justify the
purchase of Louisiana?
Was the War of 1812 a
“second war for
independence,” a war
of expansion, or a war
for maritime rights?
39
To what extent did the
Monroe Doctrine
reflect
isolationist/neutrality
sentiment? United
States national
concerns? the
concerns of the new
Latin American
republics?
To what extent was
Manifest Destiny a
philosophical
justification for other,
more complex social,
political, and economic
motives?
What regional tensions
are evident in the
debate over such
issues as the Louisiana
Purchase, Embargo
Act of 1807, War of
1812, and Manifest
Destiny?
In the attempt to
obtain more secure
national boundaries,
what areas were
acquired by war? by
treaty and purchase?
2 - II: The
Constitution
Tested
(Week 11,
6 Weeks)
What issues divided
America in the first
half of the
nineteenth century?
A. Factors unifying the United
States, 1789-1861
1. The first and second two-party
systems
2. The market economy and
40
Discuss the influence
of industrialization
and technological
developments on the
region, including
Discuss the
influence of
industrialization and
technological
developments on the
Suggested
Documents:
Seneca Falls
Declaration and
Concepts/
Themes
Change
Citizenship
Civic Values
Constitution
al Principles
Diversity
Government
Scarcity
Places and
Regions
What factors make
the division of the
North and South
become
irreconcilable during
the 1850s?
How did the further
development of
political parties
reflect the growing
economic and
regional differences?
What factors
contributed to the
growing economic
interdependence of
the United States at
this time?
How did the rulings
of the Marshall
Court help to
strengthen the
national government
and thereby help to
unite the country?
What geographic
and economic
factors contributed
to sectional
differences?
interstate commerce 3. The Marshall
Court
B. Constitutional stress and crisis
1. Developing sectional differences
and philosophies of government
a. The growth of urban and
industrial patterns of life in the
North
(1.) the transportation revolution
(Erie Canal, rise of the port of New
York, New York City’s rise as a trade
and manufacturing center)
(2.) the introduction of the factory
system
(3.) working conditions
(4.) women and work
(5.) urban problems
b. Middle-class and working-class
life in the pre-Civil War North
(families, gender roles, schooling,
childhood, living conditions, status
of free blacks)
c. Foreign immigration and nativist
reactions (Jews; Irish mass
starvation, 1845- 1850; Germans;
1848 refugees; Know Nothings)
d. Patterns of Southern development
(growth of cotton cultivation,
movement into the Old Southwest,
women on plantations)
e. Life under slavery (slave laws;
material conditions of life; women
and children; religious and cultural
expression; resistance)
2. Equal rights and justice: expansion
of franchise; search for minority
41
human modification of
the landscape and
how physical
geography shaped
human actions (e.g.,
growth of cities,
deforestation, farming,
mineral extraction).
Trace the boundaries
constituting the North
and the South,
describe the
geographical
differences between
the two regions, and
the differences
between agrarians and
industrialists.
List the reasons for the
wave of immigration
from Northern Europe
to the United States
and describe the
growth in the number,
size, and spatial
arrangements of cities
(e.g., Irish immigrants
and the Great Irish
Famine).
Identify the
constitutional issues
posed by the doctrine
of nullification and
region, including
human modification
of the landscape and
how physical
geography shaped
human actions (e.g.,
growth of cities,
deforestation,
farming, mineral
extraction).
Trace the
boundaries
constituting the
North and the
South, describe the
geographical
differences between
the two regions, and
the differences
between agrarians
and industrialists.
List the reasons for
the wave of
immigration from
Northern Europe to
the United States
and describe the
growth in the
number, size, and
spatial arrangements
of cities (e.g., Irish
immigrants and the
Great Irish Famine).
Identify the
constitutional issues
Resolutions on
Woman’s Rights,
1848
Dred Scott v.
Sanford, 1857
The LincolnDouglass Debates,
The Emancipation
Proclamation, the
Gettysburg Address
Lincoln’s Last Public
Address, April
11,1865
How did the
question of the
admission of new
territories such as
Missouri and later
the Mexican Cession
threaten national
unity?
How was the
character of America
altered by conquest
and annexation of
the (1) Louisiana
Purchase and (2)
Mexican Cession?
What compromises
were reached in
1820, 1833, and 1850
to resolve these
sectional differences
and avertconstitutional crisis?
What characterized
the early immigrant
experience?
What roles did these
immigrant groups
play in pre-Civil
War American
rights; expansion of slavery;
abolitionist movement; the
underground railroad; denial of
Native American Indian rights and
land ownership
a. Political democratization: national
political nominating convention,
secret ballot
b. The rise of mass politics (John
Quincy Adams, Andrew Jackson, the
spoils system, the bank war, Martin
Van Buren)
c. Native Americans
(1.) History of Indian relations from
1607
(2.) Native American cultural
survival strategies (cultural
adaptation, cultural revitalization
movements, Pan-Indian movements,
resistance)
(3.) The removal policy: Worcester v.
Georgia, 1832
d. The birth of the American reform
tradition (religious and secular roots;
public schools; care for the
physically disabled and the mentally
ill; the problems of poverty and
crime; antislavery; women’s rights
movement)
3. The great constitutional debates:
states’ rights versus federal
supremacy (nullification); efforts to
address slavery issue (Missouri
Compromise, Compromise of 1850,
fugitive slave law, Dred Scott v.
Sanford, 1857); preservation of the
42
secession and the
earliest origins of that
doctrine.
Discuss the abolition
of slavery in early
state constitutions.
Describe the
significance of the
Northwest Ordinance
in education and in
the banning of slavery
in new states north of
the Ohio River.
Discuss the
importance of the
slavery issue as raised
by the annexation of
Texas and California’s
admission to the union
as a free state under
the Compromise of
1850.
Analyze the
significance of the
States’ Rights
Doctrine, the Missouri
Compromise (1820),
the Wilmot Proviso
(1846), the
Compromise of 1850,
Henry Clay’s role in
the Missouri
posed by the
doctrine of
nullification and
secession and the
earliest origins of
that doctrine.
Diagram elements
describing the
formation of the
Republican Party.
Map the changing
demographic
patterns of the
second half of the
19th century.
Discuss the abolition
of slavery in early
state constitutions.
Describe the
significance of the
Northwest
Ordinance in
education and in the
banning of slavery
in new states north
of the Ohio River.
Discuss the
importance of the
slavery issue as
raised by the
annexation of Texas
society—Irish,
German,
Scandinavian, and
Chinese?
Where did these
immigrant groups
settle and why?
How did new
arrivals change the
composition of a
region?
To what extent
were reforms
realized in the areas
of voting rights, the
abolition of slavery,
women’s rights, and
property rights for
Native American
Indians?
Did the Supreme
Court ruling in Dred
Scott v. Sanford
make a civil war
inevitable? Was
“compromise”
possible?
Union
C. Territorial expansion through
diplomacy, migration, annexation,
and war; Manifest Destiny 1. The
Louisiana Purchase
2. Exploring and settling the West
(explorers, Lewis and Clark
expedition, naturalists, trappers and
traders, trailblazers, missionaries,
pioneers, the Mormon Church
3. The Spanish, Mexican, and Native
American West
4. Motives for and implications of
expansion and western settlement
5. Politics of western expansion
(Manifest Destiny, the Texas and
Oregon questions, the Mexican War)
6. Impact of western expansion upon
Mexicans and Native Americans
D.The Constitution in jeopardy: The
American Civil War
1. United States society divided
a. Party disintegration and
realignment and sectional
polarization (Kansas-Nebraska Act,
disintegration of the Whig Party and
the rise of the Republican Party,
Dred Scott decision, John Brown’s
raid)
b. Abraham Lincoln, the secession
crisis, and efforts at compromise
(Lincoln-Douglas debates, election of
1860, secession, compromise plans,
Fort Sumter)
2. Wartime actions
a. Military strategy, major battles
43
Compromise and the
Compromise of 1850,
the Kansas-Nebraska
Act (1854), the Dred
Scott v. Sandford
decision (1857), and
the Lincoln-Douglas
debates (1858).
Describe the lives of
free blacks and the
laws that limited their
freedom and economic
opportunities.
Map the changing
demographic patterns
of the second half of
the 19th century.
Create a who?, what?,
why?, where? chart of
the Civil War. Include
a timeline of key
battles and
significance of battle
outcomes.
Rewrite the text of the
"Gettysburg Address."
Categorize events of
the 1850s as political,
social, and cultural
differences.
and California’s
admission to the
union as a free state
under the
Compromise of
1850.
Analyze the
significance of the
States’ Rights
Doctrine, the
Missouri
Compromise (1820),
the Wilmot Proviso
(1846), the
Compromise of
1850, Henry Clay’s
role in the Missouri
Compromise and
the Compromise of
1850, the KansasNebraska Act (1854),
the Dred Scott v.
Sandford decision
(1857), and the
Lincoln-Douglas
debates (1858).
Describe the lives of
free blacks and the
laws that limited
their freedom and
economic
opportunities.
Why did
Southerners see the
election
of Lincoln in 1860 as
such a threat?
On what basis did
Southerners justify
their secession?
How did this
viewpoint compare
with that of the
Founding Fathers?
(Antietam, Gettysburg), and human
toll
b. Impact of war on home front (civil
liberties during the Civil War,
women’s roles)
c. Government policy during the war
(wartime finances, creating a
national currency, transcontinental
railroad, Homestead Act)
d. Lincoln and Emancipation (the
Emancipation Proclamation, the
Gettysburg Address, AfricanAmerican participation in the Civil
War, the 13th Amendment)
How did Lincoln
and Buchanan differ
regarding their
constitutional
powers as
President?
Playing the role of a
writer of a southern
newspaper, select
and critique portions
of Uncle Tom’s
Cabin.
Create the front
page of an
abolitionist
newspaper, which
would encourage
the crisis of fear in
the South.
Critique southern
justifications of
slavery.
Evaluate the
effectiveness of
different forms of
slave resistance.
In addition to
slavery, what factors
contributed to the
Civil War?
Compare and
contrast elements of
northern and
southern societies.
Was the Civil War
necessary to resolve
the conflict over
federalism?
Argue that the south
was a divided
society, held
together by
plantation economy
and tradition.
To what extent
were the powers of
the President
expanded as Lincoln
44
attempted to deal
with the crisis of
civil war?
3 - I:
Reconstruc
ted Nation
(Week 17,
2 Weeks)
Concepts/
Themes
In what ways were the
Congressional
Republican plans for
Reconstruction more
“radical” than those of
Abraham Lincoln and
Andrew Johnson?
What were their views
on secession, amnesty
and pardon, and
procedures for
readmission of the
Confederate states?
How might the debate
over Reconstruction
have been seen as an
attempt to restore the
balance of power
between Congress and
President that had
been eroded by
Lincoln’s wartime
measures?
Why did the Radical
Republicans want to
impeach Andrew
Johnson? What are the
constitutional grounds
for impeachment? Had
Johnson been removed
from office through the
Debate: Did the
Emancipation
Proclamation really
free any slaves?
A. Reconstruction plans
1. Lincoln’s plan
2. Congressional Reconstruction
3. Post-Civil War amendments (13th,
14th, and 15th)
4. Impeachment of Andrew Johnson
5. The reconstructed nation and
shifting relationships between the
federal government, state
governments, and individual citizens
B. The North
1. Economic and technological
impacts of the Civil War
2. Expanding world markets
3. Developing labor needs
C. The New South
1. Agriculture: land and labor
(sharecropping and tenant farming)
2. Status of freedmen
a. The economic, political, social, and
educational experiences of formerly
enslaved African-Americans
b. From exclusion to segregation
3. Struggle for political control in the
New South
4. Supreme Court interpretations of
the 13th and 14th amendments (Civil
Rights Cases, 1883)
D .End of Reconstruction
1. Disputed election of 1876
45
List the original aims
of Reconstruction and
describe its effects on
the political and social
structures of different
regions.
Identify the push-pull
factors in the
movement of former
slaves to the cities in
the North and to the
West and their
differing experiences
in those regions (e.g.,
the experiences of
Buffalo Soldiers).
Understand the effects
of the Freedmen’s
Bureau and the
restrictions placed on
the rights and
opportunities of
freedmen, including
racial segregation and
“Jim Crow” laws.
Trace the rise of the
Ku Klux Klan and
List the original
aims of
Reconstruction and
describe its effects
on the political and
social structures of
different regions.
Identify the pushpull factors in the
movement of former
slaves to the cities in
the North and to the
West and their
differing experiences
in those regions
(e.g., the experiences
of Buffalo Soldiers).
Understand the
effects of the
Freedmen’s Bureau
and the restrictions
placed on the rights
and opportunities of
freedmen, including
racial segregation
and “Jim Crow”
laws.
Letters from
Freedmen
The
Impeachment of
Andrew Johnson
Letters to
and From Freedmen
impeachment process,
how might our
government system
have changed?
What are the specific
provisions of the 13th,
14th, and 15th
amendments? In spite
of the passage of these
amendments, how did
the Southern states
deprive AfricanAmericans of these
rights for over 100
years?
2. End of military occupation
3. Restoration of white control in the
South (1870s and 1880s) and
abridgment of rights of freed
African-Americans
4. Plessy v. Ferguson, 1896: “separate
but equal”
1. On political alignments
2. On the nature of citizenship
3. On federal-state relations
5. On American society
describe the Klan’s
effects.
Understand the
Thirteenth,
Fourteenth, and
Fifteenth
Amendments to the
Constitution and
analyze their
connection to
Reconstruction.
Create an illustrated
outline of Reconstruction
and civil rights
movement events that
uses symbols and
drawings to graphically
highlight and organize
class notes.
What impact did the
withdrawal of federal
support for
enforcement of these
amendments have
upon the status of
freedmen?
Construct a Venn
diagram comparing and
contrasting post Civil
War race issues with the
civil rights movement of
the 1960s.
In what ways did the
North benefit
economically from the
Civil War?
What new forms of
economic and political
discrimination
developed in the years
following the Civil
War?
Use excerpts from the
Supreme Court’s ruling
in Plessy v. Ferguson to
demonstrate that the
Court’s interpretation of
the 14th Amendment
established a legal basis
In what ways did the
Freedmen’s Bureau
benefit freed slaves?
46
Trace the rise of the
Ku Klux Klan and
describe the Klan’s
effects.
Understand the
Thirteenth,
Fourteenth, and
Fifteenth
Amendments to the
Constitution and
analyze their
connection to
Reconstruction.
Create an illustrated
outline of
Reconstruction and civil
rights movement events
that uses symbols and
drawings to graphically
highlight and organize
class notes.
Construct a Venn
diagram comparing and
contrasting post Civil
War race issues with the
civil rights movement
of the 1960s.
DBQ Essay
Historical Context:
Reconstruction has
been a controversial
era in US History.
Some historians
and contemporaries
What were the
successes and failures
of Reconstruction?
for segregation.
How did the Supreme
Court rulings in the
Civil Rights Cases
narrow the meaning of
the 14th Amendment?
How did the
Compromise of 1877
contribute to
segregation?
Why did the
Northern
Republicans and
Congressional
leaders abandon
African-Americans
in the 1870s?
How successful were
the Radical
Republicans in
achieving their
Reconstruction goals?
How and why did the
“Solid South” emerge?
What issues became
the primary concerns
of the Republican
Party after 1877?
What major civil
47
have noted the
progress made
during the period,
citing, for example,
the precedent
setting legislation
that was to serve as
the foundation for
the Civil Rights
Movement. On the
other hand, the
period was one of
disorder and
corruption. Discuss
two positive
achievements and
two negative
aspects of the era.
Explain whether
you think the
period was a
positive one for the
American people or
a negative one for
that time and the
future.
rights issues remained
unresolved?
How were economic
development and
expansion of the
United States affected
by the Civil War and
Reconstruction?
- Did the
Compromise of 1877
make the end of the
Civil War a “draw”
rather than a “victory”
for the North?
3 - II:
Business,
Industry &
Labor
(Week 18,
3 Weeks)
Concepts/
Themes
Factors of
Production
Factors of
Production
Human
Systems
Science and
Technology
Physical
What are the
advantages of
corporations over
proprietorships and
partnerships?
What methods did
business leaders use to
maximize profits,
reduce costs, and/or
eliminate competition?
For the various
business leaders
studied, what benefits
did each individual’s
success bring to
American society?
A. Economic transformation and the
“search for order”
1. Business response to change:
organize and rationalize
2. Organizational responses
a. From proprietorships and
partnerships to the rise of
monopolies
b. Incorporation
c. Capital concentration;
consolidation
d. Expanding markets: national and
international
e. Merchandising changes,
department stores, mail order
catalogs
B. Major areas of growth in business
and industry
48
Analyze the elements
and implications of the
expansion and
consolidation of
American business
following the Civil War.
Analyze the geographic
effects of the railroads on
the United States.
Evaluate the response of
the national government
to problems resulting
from rapid economic
growth
Examine changing
elements of urban society
Thematic Essay
Theme:
Government
Intervention
The Federal
government has
been selective in its
involvement in the
economy and the
lives of the people
of the United States.
Choose two
examples where the
federal government
got involved in the
economy and lives
of the people
during the late 19th
The
Cartoons of Thomas
Nast at Harper's
Systems
Economic
Systems
Government
Culture and
Intellectual
Life
Diversity
How did these
“captains of industry”
build great fortunes?
How did they use their
wealth? What effects
did the practices
employed by these
business leaders have
upon competition?
Were these business
leaders “captains of
industry” or “robber
barons”?
How do the
prominent business
leaders of the late19th century
compare with
prominent
contemporary
business leaders?
What examples of
philanthropic
contributions
exist in your
community
What is meant by
“laissez-faire”?
How did land
grants, subsidies to
railroads, tariff and
monetary policies,
military
interventions to
1. Transportation: railroads and
automobiles; urban transportation
2. Building materials: steel
3. Energy sources: coal, oil, electricity
4. Communications: telegraph,
telephone
C. Representative entrepreneurs:
Case studies in concentrated wealth
and effort (other personalities may
be substituted; local examples of
enterprise should also be used)
1. John D. Rockefeller: oil; Andrew
Carnegie: steel; Ford: auto
2. Work ethic: Cotton Mather to
Horatio Alger 3. Conflict between
public good and private gain, e.g.,
use of resources
D.New business and government
practices: Popular and government
responses
1. Laissez-faire and government
support; interpretation of 14th
Amendment by Supreme Court
2. Railroad “pooling”; rate inequities
(Wabash, St. Louis, and Pacific
Railway v. Illinois, 1886); railroad
regulation: state and national ICC.
3. Competition and absorption;
mergers and trusts; Sherman
Antitrust Act, 1890 (United States v.
E.C. Knight, 1895)
E. Labor’s response to economic
change: Organize
1. Efforts at national labor unions:
Knights of Labor (1869); AF of L
(1881-1886); ILGWU(1900)
49
and the reform
movements created to
address problems.
Explain the problems
faced by farmers in an
expanding industrial
economy and assess
various efforts to resolve
these problems.
Explain how poor
working conditions
led to the formation of
labor unions
Chart inventions,
inventor, and impact on
transformation of the
American economy.
Trace patterns of
agricultural and
industrial development
as they relate to climate,
use of natural resources,
markets, and trade and
locate such development
on a map.
Identify the reasons for
the development of
federal Indian policy and
the wars with American
Indians and their
relationship to
and early 20th
century. For each
example of
involvement,
explain the cause
and describe the
consequences.
Essay
- For the following
three strikes, chart
(a) conditions that
led to the strike, (b)
tactics used by both
sides, (c) union
leadership, (d) role
of state or federal
government, and (e)
outcome of the
strike:
(1) Homestead
(2) Pullman
(3) Lawrence
Explain how poor
working conditions
led to the formation
of labor unions.
Trace patterns of
agricultural and
industrial
development as
they relate to
climate, use of
natural resources,
break strikes,
injunctions, and
immigration policies
aid the development
of business and
industry?
How did Supreme
Court rulings affect
efforts to regulate
business?
To what extent was
the Sherman
Antitrust Act
effective in protecting
competition?
How did groups
such as farmers,
consumers, workers,
and company
stockholders react to
railroad practices
during this time
period?
-How effective was
government
regulation of
railroads at the state
level? National
level?
How did the AF of
L and Knights of
Labor differ in terms
a. “Bread and butter” objectives
b. Unions and social issues
(education)
c. Attitudes toward immigrants,
African-Americans, women
d. Union leadership (Gompers,
Debs)
2. Struggle and conflict
a. Major strikes: gains and losses—
Homestead, Pullman (In Re Debs,
1895),
Lawrence
b. Management’s position
c. Weapons or tactics employed in
disputes between labor and
management
d. Attitude and role of government
F. Agrarian response to economic
change: Organize and protest
a. The Grange movement as agrarian
protest
b. Populism: a political response—
William Jennings Bryan and the
election of 1896
(1) Case study: The Populists as a
grass roots political party
c. National government response:
Interstate Commerce Act, 1887
50
agricultural development
and industrialization.
Explain how states and
the federal government
encouraged business
expansion through
tariffs, banking, land
grants, and subsidies.
Discuss entrepreneurs,
industrialists, and
bankers in politics,
commerce, and industry
(e.g., Andrew Carnegie,
John D. Rockefeller,
Leland Stanford).
Examine the location and
effects of urbanization,
renewed immigration,
and industrialization
(e.g., the effects on social
fabric of cities, wealth
and economic
opportunity, the
conservation movement).
Discuss child labor,
working conditions, and
laissez-faire policies
toward big business and
examine the labor
movement, including its
leaders (e.g., Samuel
Gompers), its demand
for collective bargaining,
and its strikes and
protests over labor
markets, and trade
and locate such
development on a
map.
Identify the reasons
for the development
of federal Indian
policy and the wars
with American
Indians and their
relationship to
agricultural
development and
industrialization.
Explain how states
and the federal
government
encouraged
business expansion
through tariffs,
banking, land
grants, and
subsidies.
Discuss
entrepreneurs,
industrialists, and
bankers in politics,
commerce, and
industry (e.g.,
Andrew Carnegie,
John D. Rockefeller,
Leland Stanford).
Examine the
location and effects
conditions.
of types of workers
organized; their
views of
immigrants, AfricanAmericans, Chinese
and women
workers; union
leadership; their
positions on strikes
and reform
agendas?
of urbanization,
renewed
immigration, and
industrialization
(e.g., the effects on
social fabric of
cities, wealth and
economic
opportunity, the
conservation
movement).
Discuss child labor,
working conditions,
and laissez-faire
policies toward big
business and
examine the labor
movement,
including its
leaders (e.g.,
Samuel Gompers),
its demand for
collective
bargaining, and its
strikes and protests
over labor
conditions.
How do the goals of
labor unions in the
late-19th century
compare with goals
today?
What were the
problems experienced
by small farmers?
Compare the problems
of farmers in the 1890s,
1920s, 1950s, 1980s.
What economic
solutions were
proposed by the
Grangers?
To what extent was
the Populist party
successful in resolving
the problems of
farmers? What aspects
of the Populist agenda
were eventually
legislated?
Was the Populist party
a “typical” third party?
51
4 - I:
Reform in
America
(Week 22,
2 Weeks)
What specific political,
economic, and
social problems in late19th-century
America led to the call
for reform?
Have students
define the concept of
“muckraker” by
compiling
newspaper articles,
editorials, and
political cartoons in
which the media is
currently exposing
some evil in
business,
government, or
society.
- How were the
powers of the
Presidency
influenced by the
reforming role
played by Theodore
Roosevelt and
Woodrow Wilson?
- How did the
Supreme Court both
aid and retard
Progressive reform
A. Pressures for reform
1. Progressives supported the use of
government power for different
reform purposes
2. Effects of developing technologies
and their social, ethical, and moral
impacts
3. Struggle for fair standards of
business operation and working
conditions (Lochner v. New York,
1905; Muller v. Oregon, 1908)
4. Increasing inequities between
wealth and poverty
5. Rising power and influence of the
middle class
B. Progress: Social and economic
reform and consumer protection
1. The “Muckrakers” and reform
a. Magazine writers (Steffens,
Tarbell)
b. Novelists (Norris, Sinclair)
c. Legislation (Pure Food and Drug
Act, 1906, Meat Inspection Act, 1906)
2. Other areas of concern
a. Social settlement movement and
the problems of poverty (Jacob Riis,
Jane Addams)
b. Women’s rights and efforts for
peace
(1) The suffrage movement
(Elizabeth Cady Stanton, Susan B.
Anthony); Seneca Falls
(2) Beginnings of fight for birth
control (Margaret Sanger)
52
Know the effects of
industrialization on
living and working
conditions, including the
portrayal of working
conditions and food
safety in Upton Sinclair’s
The Jungle.
Describe the changing
landscape, including the
growth of cities linked by
industry and trade, and
the development of cities
divided according to
race, ethnicity, and class.
Analyze the relationship
among the rise of
industrialization, largescale rural-to-urban
migration, and massive
immigration from
Southern and Eastern
Europe.
Trace the effect of the
Americanization
movement.
Analyze the effect of
urban political machines
and responses to them by
immigrants and middleclass reformers.
Discuss corporate
mergers that produced
DBQ Essay
Historical Context:
During the
Progressive Era of
the 20th century,
reformers proposed
various ideas to
address the social,
political and
economic problems
of the day. Some of
the reforms led to
great changes in our
society. List two
problems of the
Progressive Era and
discuss how
reformers tried to
solve them. Discuss
one reform
initiative that still
has an impact on
our society today.
Know the effects of
industrialization on
living and working
conditions, including
the portrayal of
working conditions
and food safety in
Upton Sinclair’s The
Jungle.
Describe the changing
landscape, including
at this time?
What are the major
factors which led to
the rapid
urbanization of
America after 1900?
(3) Peace movement
c. The black movement and reform
(Booker T. Washington and W.E.B.
DuBois)
(1) Formation of NAACP (1912)
(2) Ida Wells (anti-lynching)
(3) Marcus Garvey
d. Temperance/prohibition
e. Formation of Anti-Defamation
League (1913)
C. Progressivism and government
action
1. Emerging Progressive movement:
political reform
(1) Influence of America’s urban
middle class
a. Municipal and state reform
(1) Municipal reform: response to
urban problems
(2) Sudden growth and needed
services
b. Progressive state reform: e.g.,
Wisconsin (Robert LaFollette); New
York (Theodore Roosevelt);
Massachusetts (initiative,
referendum, recall); economic, social,
environmental reforms
2. Theodore Roosevelt and the
Square Deal
a. The stewardship theory of the
Presidency
b. Legislation strengthening railroad
regulation and consumer protection
c. “Trust-busting” court cases
(Northern
Securities Co. v. United States, 1904);
53
trusts and cartels and the
economic and political
policies of industrial
leaders.
Trace the economic
development of the
United States and its
emergence as a major
industrial power,
including its gains from
trade and the advantages
of its physical
geography.
Examine the effect of
political programs and
activities of Populists.
Understand the effect of
political programs and
activities of the
Progressives (e.g., federal
regulation of railroad
transport, Children’s
Bureau, the Sixteenth
Amendment, Theodore
Roosevelt, Hiram
Johnson).
Analyze political
cartoons that illustrate
the images of big
business and the call for
reforms.
Chart specific examples
of Progressive reforms.
One chart should deal
with the goals of
Progressive reform; the
the growth of cities
linked by industry and
trade, and the
development of cities
divided according to
race, ethnicity, and
class.
Analyze the effect of
urban political
machines and
responses to them by
immigrants and
middle-class
reformers.
Discuss corporate
mergers that produced
trusts and cartels and
the economic and
political policies of
industrial leaders.
Trace the economic
development of the
United States and its
emergence as a major
industrial power,
including its gains
from trade and the
advantages of its
physical geography.
Analyze the
similarities and
differences between
the ideologies of Social
Darwinism and Social
Gospel (e.g., using
biographies of William
4 - II: Rise of
American
Power
(Week 24,
2 Weeks)
Concepts/
Themes
Places and
Regions
Change
Nationalism
- Compare and
contrast the motives
and policies of the
period 1890-1914 with
those of the 1840s.
- How was Social
Darwinism reflected
in United States
foreign policy from
1890 to 1914?
rule of
reason: Standard Oil
3. Conservation
a. Theodore Roosevelt’s concern for
nature, land, and resources
b. Federal legislation and projects:
effects on states’ limits
c. Roles of Gifford Pinchot and John
Muir
4. Woodrow Wilson and the New
Freedom
a. Progressivism at its zenith; the
1912 election: Taft, Roosevelt, Wilson
b. The Underwood Tariff and the
graduated income tax
c. Clayton Antitrust Act and the
Federal Trade Commission
d. The Federal Reserve System
(monetary controls)
e. Women’s suffrage amendment
5. World War I: effect on domestic
reform
other should deal with
the means by which
these Progressive
reforms were achieved.
Possible means might
include (1) Presidential
actions, (2)
Congressional
legislation, (3) Supreme
Court rulings, (4)
constitutional
amendments, (5) state
government actions, (6)
local government actions,
and (7) actions of
individuals and groups
outside the government.
Graham Sumner, Billy
Sunday, Dwight L.
Moody).
A. An emerging global involvement
1. From old diplomacy to new, 18651900
a. Role of increased American power
(1) Communications technology
(2) American attitudes toward
international role
(3) Growth of naval power
b. Perry and the “opening” of Japan
(1854)
2. Other Pacific overtures
a. United States and China; the
Show how the United
States imperialist
designs in Asia and
Latin America
represent the second
phase of Manifest
Destiny.
Thematic Essay
DBQ Essay
54
List the purpose and
the effects of the Open
Door policy.
Examine the effect of
political programs and
activities of Populists.
Understand the effect
of political programs
and activities of the
Progressives (e.g.,
federal regulation of
railroad transport,
Children’s Bureau, the
Sixteenth Amendment,
Theodore Roosevelt,
Hiram Johnson).
Write an essay
attacking the “white
man’s burden”
justification for
imperialism.
Create a PowerPoint
presentation with
images that indicate
the evils of
imperialism.
Government
Diversity
- Were United States
actions in Latin
America during this
period a
continuation of or a
departure from
previous American
policy?
- In what ways did
United States policy
from 1914 to 1917
violate Wilson’s
promise of
neutrality in thought
and actions? How
did this action lead
the United States
into war?
- How did World
War I restrictions on
civil liberties
compare with those
imposed during the
Civil War? World
War II? (see Schenck
v. United States,
1919 and Debs v.
United States, 1919)
- Why weren’t the
provisions of the
Chinese perspective (Boxer
Rebellion)
b. The Open-Door policy
c. Acquisition of Hawaii
d. Naval bases: Samoa
3. Imperialism: the SpanishAmerican War
a. Causes for war
b. United States empire—Puerto
Rico; Cuban protectorate (the Platt
Amendment)
(1) Acquisition of the Philippines:
“the great debate”
(2) Disposition of territories (3)
Constitutional issues
4. Latin American affairs
a. Monroe Doctrine update
(Roosevelt corollary): the view from
Latin America
b. West Indies protectorates (“the big
stick”)
c. Panama Canal: acquisition and
construction; Canal retrocession
treaty
d. Taft and dollar diplomacy
B. Restraint and involvement: 19141920 1. United States involvement
a. Efforts at neutrality and
“preparedness”
b. Causes of United States entry into
World War I
c. United States role in the war
d. United States reaction to the
Russian Revolution
C. Wartime constitutional issues
1. War opposition and patriotism:
55
Describe the SpanishAmerican War and
U.S. expansion in the
South Pacific.
Analyze the similarities
and differences between
the ideologies of Social
Darwinism and Social
Gospel (e.g., using
biographies of William
Graham Sumner, Billy
Sunday, Dwight L.
Moody).
Discuss America’s role
in the Panama
Revolution and the
building of the
Panama Canal.
Explain Theodore
Roosevelt’s Big Stick
diplomacy, William
Taft’s Dollar
Diplomacy, and
Woodrow Wilson’s
Moral Diplomacy,
drawing on relevant
speeches.
Analyze the political,
economic, and social
ramifications of World
War I on the home
front.
Debate the idea that
imperialism fulfilled
the necessity for a new
frontier.
Make a timeline of
events that wind the
United States down
the road toward being
an imperialistic power.
Make a chart
comparing and
contrasting foreign
policy under
Roosevelt, Taft and
Wilson.
Rewrite Wilson’s
message asking
Congress for a
declaration of war by
including concrete
national interests that
the United States
would be defending.
Create a chart which
indicates each of
Wilson’s Fourteen
Points, and whether or
not each succeeded or
failed.
Identify causes of the
increased interest in
imperialism during the
1870s.
Treaty of Versailles
based more fully on
Wilson’s Fourteen
Points?
- What factors
contributed to the
Senate’s failure to
ratify the Treaty of
Versailles?
- To what extent did
the Treaty of
Versailles and
subsequent
diplomacy from
1920 to 1933 reflect
Wilsonian
principles?
the draft issue
2. Espionage and Sedition acts
3. Schenck v. United States, 1919;
clear and present danger doctrine
4. Red Scare, 1918-1919
D. The search for peace and arms
control: 19141930
1. The peace movement: Women’s
International
League for Peace and Freedom
2. War aims: The Fourteen Points
3. Treaty of Versailles: Wilson’s role
4. League of Nations: Henry Cabot
Lodge and
the United States Senate rejection
5. Washington Naval Disarmament
Conference
(1920s)
6. Reparations and war debts
(United States as a world banker)
7. Kellogg-Briand Pact (1928)
8. Establishment of the World Court
Trace the declining
role of Great Britain
and the expanding
role of the United
States in world affairs
after World War II.
Analyze headlines in
Pulitzer and Hearst
newspapers from 1897
to 1898 to illustrate
Social Darwinism and
the role of the press in
shaping public
opinion.
Analyze the KelloggBriande Treaty as
sound foreign policy.
Analyze events of the
1870s through the
early 1900s to
determine which event
revealed a
commitment toward
imperialism.
Evaluate the decision
making of McKinley in
his decision to declare
war on Spain.
Research and identify
quotations from wellknown people of that
time revealing their
opinion concerning the
annexation of the
Philippines.
Assess how society
changed from 1880
compared to the early
1900s.
Ask students to
nominate
individuals for the
Nobel Peace Prize
for actions taken
during the period
1914-1930. More
recently
5 - I: War
and
Prosperity
- What important
social changes took
place both during
A. Impact of war
1. War’s effects on gender roles, on
African
56
Create an illustrated
time line, flow chart,
or outline of the events
DBQ Essay
Historical Context:
The First World War
was a total war. To
(Week 26,
2 Weeks)
Concepts
/Themes
Culture and
Intellectual
Life
Factors of
Production
Science and
Technology
Citizenship
Diversity
Government
and after World War
I?
- What did the
American public
perceive “normalcy”
to mean? (Apply the
concept to both
foreign and
domestic affairs.)
- How did the
economic policies of
the 1920s contribute
to the Great
Depression?
- What scandals
arose during the
Harding
administration?
What scandals have
plagued subsequent
administrations?
How did the growth
of the automobile
industry stimulate
the growth of other
industries? How did
it influence United
States politics and
lifestyles?
Compare the
attitudes of the
Americans, and other minority
groups
2. Case study: Movement of AfricanAmericans
from the South to northern cities 3.
Return to “normalcy”: 1918-1921
B. The twenties: Business boom or
false prosperity?
1. Post-World War I recession
2. Avarice and scandal: Teapot
Dome
3. Coolidge prosperity; not for
everyone
4. Problems on the farm
a. Expansion, mortgages, and
advancing technology
b. Farmers and minorities fail to
share in economic benefit
5. Speculative boom: the “big bull
market”
C. Mass consumption and the clash
of cultural values
1. Mass consumption
a. The automobile: new industries,
products, and services
b. Installment buying: consumer
durable goods (appliances)
c. Real estate boom and suburban
development; its economic and
geographic implications: decline of
trolleys and trains, improvement of
roads
(1) The emergence of new regional,
political, and economic units
d. Entertainment: radio; motion
pictures; advertising and cultural
57
and issues that led to
United States
involvement in World
War I.
Analyze the
international and
domestic events,
interests, and
philosophies that
prompted attacks on
civil liberties,
including the Palmer
Raids, Marcus
Garvey’s “back-toAfrica” movement, the
Ku Klux Klan, and
immigration quotas
and the responses of
organizations such as
the American Civil
Liberties Union, the
National Association
for the Advancement
of Colored People, and
the Anti-Defamation
League to those
attacks
Discuss the influence
of World War I on
literature, art, and
intellectual life in the
West (e.g., Pablo
Picasso, the “lost
generation” of
win the war, the
American government
had to enlist the
participation of not
only soldiers but also
all of the citizens of
the United States. The
effects of war were,
therefore, both
significant and
widespread. As a
result , they brought
about profound and
permanent changes in
our economic,
political, and social
institutions. Write an
essay using
information in the
documents and your
knowledge of US
history in which you
discuss how World
War I affected three
different groups of
people in the U.S. for
two of the groups,
explain if the effects
of U.S. participation
were beneficial or
detrimental.
Examine the passage
of the Eighteenth
Amendment to the
Constitution and the
Volstead Act
(Prohibition).
Analyze the passage
1920s with those of
the 1950s relative to:
(1) restrictions on
immigration, (2)
anti-communist
hysteria, (3) religion
and morality, (4)
role of women, (5)
civil rights, (6) new
forms of
entertainment, (7)
growth of suburbia,
(8) transportation
improvements, and
(9) consumer
attitudes.
homogenization
2. Constitutional and legal issues
a. Threats to civil liberties: Red Scare,
Ku Klux Klan, and Sacco and
Vanzetti
b. Prohibition (18th Amendment)
and the Volstead Act: stimulus to
crime, public attitudes, repeal (21st
Amendment)
c. Science, religion, and education:
the Scopes trial (1925)
d. Restrictions on immigration:
closing the “golden door”
3. Shifting cultural values
a. Revolution in morals and
manners: fads, flappers, and Freud
b. Women’s changing roles
(1) Effect of World War I
(2) Involvement in the political
process: the 19th Amendment
(3) Health and working conditions
(4) Women in the workforce
(5) Emerging role: emphasis on wife
rather than mother
c. The literary scene
(1) Sinclair Lewis, Ernest
Hemingway, Edith Wharton, Willa
Cather, and F. Scott Fitzgerald
(2) The Harlem Renaissance: Duke
Ellington, Langston Hughes, Bessie
Smith
58
Gertrude Stein, Ernest
Hemingway).
Examine the passage
of the Eighteenth
Amendment to the
Constitution and the
Volstead Act
(Prohibition).
Analyze the passage of
the Nineteenth
Amendment and the
changing role of
women in society.
Describe the Harlem
Renaissance and new
trends in literature,
music, and art, with
special attention to the
work of writers (e.g.,
Zora Neale Hurston,
Langston Hughes).
Trace the growth and
effects of radio and
movies and their role
in the worldwide
diffusion of popular
culture.
of the Nineteenth
Amendment and the
changing role of
women in society.
Describe the Harlem
Renaissance and new
trends in literature,
music, and art, with
special attention to
the work of writers
(e.g., Zora Neale
Hurston, Langston
Hughes).
Trace the growth and
effects of radio and
movies and their role
in the worldwide
diffusion of popular
culture.
5 - II: The
Great
Depression
(Week 28,
2 Weeks)
Concepts/
Themes
Change
Economic
systems
Change
Movement of
People and
Goods
Scarcity
Students should
understand that the
basic weaknesses in
the economy
contributed to both
the stock market
crash and the
general economic
collapse that became
known as the Great
Depression.
- Have students
analyze the political
impact of the “Court
packing” proposal
by comparing the
anti-New Deal
decision in United
States v. Butler, 1936
with the pro-New
Deal decision in
National Labor
Relations Board v.
Jones & Laughlin
Steel Corp., 1937.
- Why did Eleanor
Roosevelt play such
a substantive role as
First Lady? How do
her actions as First
A .Onset of the Depression
1. Weakness in the economy
a. Overproduction/
underconsumption (maldistribution
of wealth)
b. Overexpansion of credit (e.g.,
buying stock on margin)
2. The stock market crash
a. Worldwide nature—Growing
financial interdependence
b. Interdependent banking systems
c. International trade
d. Political repercussions
3. The Hoover response
a. Rugged individualism; “trickle
down” economics
b. Reconstruction Finance
Corporation
4. Unemployment, the Bonus Army,
Hoovervilles; impact on women and
minorities
B. Franklin D. Roosevelt and the
New Deal: Relief, recovery, and
reform programs
1. Relief of human suffering
a. Bank “holiday”; Emergency
Banking Act
b. Federal Emergency Relief Act
c. Unemployment: WPA, PWA,
CCC; troubling equity issues
2. Recovery of the United States
economy
a. NRA: “codes of fair competition”
b. Mortgage relief: HOLC, FHA
c. First and second AAA, scarcity
and parity
59
Compare causes of the
Great Depression to
problems with our
economy today.
Show how Republican
politics of the Twenties
can be cited as the cause
of the Great Depression.
Create categories for
New Deal Legislation.
Create a timeline of
significant labor related
issues of the 1920s and
1930s.
Describe the monetary
issues of the late
nineteenth and early
twentieth centuries that
gave rise to the
establishment of the
Federal Reserve and the
weaknesses in key
sectors of the economy in
the late 1920s.
Understand the
explanations of the
principal causes of the
Great Depression and the
steps taken by the
Federal Reserve,
Congress, and Presidents
Herbert Hoover and
Franklin Delano
Roosevelt to combat the
economic crisis.
Thematic Essay 1
Theme: “Government
and Economic Systems”
Thematic Essay 2
Theme: “Presidential
Leadership in Crisis”
Compare causes of the
Great Depression to
problems with our
economy today.
Debate: Republican
politics of the Twenties
as the cause of the Great
Depression.
Create categories for
New Deal Legislation
.
Create a timeline of
significant labor related
issues of the 1920s and
1930s.
Describe the monetary
issues of the late
nineteenth and early
twentieth centuries
that gave rise to the
establishment of the
Federal Reserve and
the weaknesses in key
sectors of the economy
in the late 1920s.
Understand the
explanations of the
principal causes of the
Great Depression and
Lady compare with
the actions of more
recent First Ladies?
- Why did AfricanAmerican voters
increasingly change
political allegiance
from the Republican
Party to the
Democratic Party
after 1934?
- How did the
Depression and
New Deal programs
affect women and
the nuclear family?
- What
geographic/environ
mental conditions
contributed to the
migration from the
Dust Bowl to the
West?
- How do the problems
of farmers in the 1920s
and 1930s compare
with those of the
1880s, 1950s, and
3. Search for effective reform
(program examples)
a. Banking: Glass-Steagall Act (FDIC)
b. Stock market: SEC
c. Social Security
d. Labor
(1) Wagner Act (NLRB)
(2) Labor Standards Act
4. Labor’s response: Formation of
CIO
5. Controversial aspects of the New
Deal a. Constitutional issues
(1) Supreme Court and the
NRA(Schechter Poultry Corp. v.
United States, 1935)
(2) Supreme Court and the AAA
(3) TVA: model yardstick or creeping
socialism
b. 1936 election “mandate”
c. Roosevelt’s “Court-packing”
proposal: failure and success
d. 1940: third-term controversy (the
unwritten constitution)
e. Passage of the 22nd Amendment
(1951)
6. The human factor
a. FDR as communicator and his
efforts to restore public confidence;
press conferences, “fireside chats,”
and effective use of the radio
b. Eleanor Roosevelt as the
President’s eyes and ears
c. The Dust Bowl and the Okies
d. The New Deal and women
(Frances Perkins)
e. The New Deal and minorities
60
Discuss the human toll of
the Depression, natural
disasters, and unwise
agricultural practices and
their effects on the
depopulation of rural
regions and on political
movements of the left
and right, with particular
attention to the Dust
Bowl refugees and their
social and economic
impacts.
Analyze the effects of
and the controversies
arising from New Deal
economic policies and
the expanded role of the
federal government in
society and the economy
since the 1930s .
the steps taken by the
Federal Reserve,
Congress, and
Presidents Herbert
Hoover and Franklin
Delano Roosevelt to
combat the economic
crisis.
Discuss the human toll
of the Depression,
natural disasters, and
unwise agricultural
practices and their
effects on the
depopulation of rural
regions and on
political movements of
the left and right, with
particular attention to
the Dust Bowl refugees
and their social and
economic impacts.
Trace the advances and
retreats of organized
labor, from the creation
of the American
Federation of Labor and
the Congress of
Industrial Organizations
to current issues of a
postindustrial,
multinational economy.
Analyze the effects of
and the controversies
arising from New Deal
economic policies and
the expanded role of
the federal
government in society
and the economy since
the 1930s .
Explain how the Indian
Reorganization Act of
1934 compares with the
Dawes Act of 1887 in
terms of (1) goals and (2)
Native American Indian
Trace the advances
and retreats of
organized labor, from
the creation of the
American Federation
of Labor and the
1980s?
- How did the Indian
Reorganization Act of
1934 compare with the
Dawes Act of 1887 in
terms of (1) goals and
(2) Native American
Indian reactions?
- How did the New
Deal support the fine
arts?
(shift in African-American vote):
discriminatory results
f. Indian Reorganization Act (1934)
7. Culture of the Depression
a. Literature: John Steinbeck and
Langston Hughes
b. Music: jazz, swing (big bands)
c. Art: WPA, fine arts, Hollywood,
comic books
8. Opposition to the New Deal: Al
Smith, Norman Thomas, Huey Long,
Father Coughlin, Dr. Townsend
reactions
A. Isolation and neutrality
1. Causes of disillusion and pacifism
2. Neutrality Acts of 1935-37
3. Spanish Civil War: testing war
technology and ideology
4. FDR’s “quarantine” speech (1937)
Compare and contrast
the elements of foreign
policy being
conducted in Europe,
Latin American, and
Asia during the 1930s.
Congress of Industrial
Organizations to
current issues of a
postindustrial,
multinational
economy.
Explain how the
Indian Reorganization
Act of 1934 compares
with the Dawes Act of
1887 in terms of (1)
goals and (2) Native
American Indian
reactions
- Why did “escapist”
movies become
popular at this time?
- What New Deal
projects were
completed in your
own community?
- What are the
themes of the
literature of John
Steinbeck and the
photographs of
Margaret BourkeWhite?
6 - I: Peace
in Peril
(1933-1950)
(Week 30,
2 Weeks)
Concepts/
- To what extent did
the isolationist
policies of the 1930s
reflect a desire to
avoid a repeat of the
conditions that drew
61
Compare and
contrast the
elements of foreign
policy being
conducted in
Europe, Latin
Themes
Presidential
Decisions
and Actions
Environment
Interdepend
ence
Foreign
Policy
Culture
and
Intellectual
life
Diversity
Science/
Technology
us into World War I?
- In what sense was
the United States
“involved” in World
War II before the
Pearl Harbor attack
and the
Congressional
declaration of war in
December 1941?
- How did the need
to wage “total war”
alter the nature of
American society?
- How did United
States domestic
policies during
World War II
compare with those
of World War I?
- The Nuremberg
trials established the
concept of “crimes
against humanity.”
What are some more
current examples?
- How did the
B. Failure of peace; triumph of
aggression
1. Aggressions of Japan, Germany,
Italy: 1932- 1940
2. Appeasement: The Munich
Conference (1938)
3. German attack on Poland; start of
World War II in Europe
4. Gradual United States
involvement
a. Neutrality Act of 1939 (“cash and
carry”)
b. Lend-Lease Act and 50 overage
destroyers deal
c. The moral dimension: The Atlantic
Charter (August 1941)
C. The United States in World War II
1. Pearl Harbor
2. The human dimensions of the war
a. The “arsenal of democracy” (feats
of productivity)
b. Role of women: WACs; Rosie the
Riveter; return of the retired
c. Mobilization: the draft; minority
issues
d. Financing the war: war bond
drives; Hollywood goes to war
e. Rationing
f. Experiences of men and women in
military service
3. Allied strategy and leadership
a. Assistance to Soviet Union
b. Europe first
c. A two-front war
4. The atomic bomb
a. The Manhattan Project (role of
62
Identify foreign policy
events that could be
classified as
appeasement policy.
Map the general war
strategy in the
European and Pacific
theaters.
Analyze the impact of
the New Deal and
WWII on American
public opinion
concerning the role of
the federal
government in the
economy
Describe major
developments in
aviation, weaponry,
communication, and
medicine and the
war’s impact on the
location of American
industry and use of
resources.
Discuss the decision to
drop atomic bombs
and the consequences
of the decision
(Hiroshima and
Nagasaki).
American, and Asia
during the 1930s.
Identify foreign
policy events that
could be classified as
appeasement policy.
Map the general war
strategy in the
European and
Pacific theaters.
Analyze the impact
of the New Deal and
WWII on American
public opinion
concerning the role
of the federal
government in the
economy
Describe major
developments in
aviation, weaponry,
communication, and
medicine and the
war’s impact on the
location of American
industry and use of
resources.
Create a spoke
diagram identifying
and explaining the
human rights issues,
atrocities, and
economic, social, and
political problems of
adjusting to the end of
World War II compare
with those after World
War I? Consider
inflation, strikes,
Presidential policies,
political control of
Congress, and ways of
dealing with
communist threats,
immigration policies,
and opportunities for
veterans.
- How did Truman
enhance the civil rights
of African-Americans?
Why did he use
executive power rather
than Congressional
legislation?
refugees)
b. Truman’s decision to use the
atomic bomb against Japan:
Hiroshima and Nagasaki
c. United States occupation of Japan;
the “MacArthur constitution”
d. Japanese war crime trials
5. The war’s impact on minorities
a. Incarceration of West Coast
Japanese-Americans; Executive
Order 9066; Korematsu v. United
States (1944)
b. Extent of racially integrated units
in the military
c. The Nazi Holocaust: United States
and world reactions
d. The Nuremberg war crimes trials;
later trials of other Nazi criminals,
e.g., Eichmann, Barbie
6. Demobilization
a. Inflation and strikes
b. The G.I. Bill; impact on education
and housing
c. Truman’s Fair Deal
d. Partisan problems with Congress
e. Minorities continued to find it
difficult to obtain fair practices in
housing, employment, education
f. Upset election of 1948; Truman
versus Dewey
g. Truman and civil rights
Strategies
63
Compare the role of
the United States in
World War I and
World War II in terms
of (1) the arsenal of
democracy, (2) United
States military
leadership and
strategy, and (3) role
of the President in
planning the peace.
Analyze the effect of
massive aid given to
Western Europe under
the Marshall Plan to
rebuild itself after the
war and the
importance of a rebuilt
Europe to the U.S.
economy.
Explain how demands of
African Americans helped
produce a stimulus for
civil rights, including
President Roosevelt’s ban
on racial discrimination in
defense industries in 1941,
and how African
Americans’ service in
World War II produced a
stimulus for President
Truman’s decision to end
segregation in the armed
forces in 1948.
precedent set by the
Geneva Convention.
Compare to
organizations that
deal with these
issues today.
Create an illustrated
outline of notes on the
minority military units
and other contributions
made by minorities.
Identify and explain
minority participation,
contributions and
hardships confronted.
Explain how demands
of African Americans
helped produce a
stimulus for civil rights,
including President
Roosevelt’s ban on
racial discrimination in
defense industries in
1941, and how African
Americans’ service in
World War II produced
a stimulus for President
Truman’s decision to
end segregation in the
armed forces in 1948.
Discuss the decision to
drop atomic bombs
and the consequences
of the decision
(Hiroshima and
Compare the attitudes
of the 1920s with those
of the 1950s relative to:
(1) restrictions on
immigration, (2) anticommunist hysteria,
(3) religion and
morality, (4) role of
women, (5) civil rights,
(6) new forms of
entertainment, (7)
growth of suburbia,
(8) transportation
improvements, and (9)
consumer attitudes.
Identify the moral
issues that grew out of
the war experience.
These include (1)
rights of JapaneseAmericans, (2)
integration of AfricanAmericans, (3) United
States reactions to the
Nazi Holocaust, (4)
morality of nuclear
warfare, and (5)
treatment of war
criminals.
Nagasaki).
Analyze the effect of
massive aid given to
Western Europe
under the Marshall
Plan to rebuild itself
after the war and the
importance of a
rebuilt Europe to the
U.S. economy.
Create a flow chart
with illustrations
that show the issues
and events that lead
to World War II and
eventual U.S.
involvement.
Create a recruiting
poster to inspire
Americans in the
war effort for World
War II. The poster
should include the
reasons why the U.S.
is involved in the
war. Include a list of
key terms, events
and/or issues in the
poster.
Have students
respond to the
64
following question:
"What if the
Japanese had never
bombed Pearl
Harbor?" Write a
one-page answer to
this question with
key terms included.
6 - II: Peace
with
Problems
(1945-1960)
(Week 31,
2 Weeks)
- How did the
United States
respond to the
expansion of
communism in
Europe? Asia?
Concepts/
Themes
- Compare and
contrast the
international role of
the United States
following World
War II and World
War I?
Environment
Interdepen
dence
Foreign
Policy
Places and
Regions
- How might the
situation in Europe
be different today if
the United States
had not applied the
Truman Doctrine?
Extended Marshall
A. International peace efforts
1. Formation of the United Nations
2. United Nations Universal
Declaration of Human Rights
a. Eleanor Roosevelt’s role
b. Senate response 3. Displaced
persons: refugee efforts
B. Expansion and containment:
Europe
1. Summitry: Yalta and Potsdam,
establishing “spheres of influence”
2. The Iron Curtain: Winston
Churchill
3. Postwar uses for United States
power
a. The Truman Doctrine: Greece and
Turkey
b. The Marshall Plan
(1) Aid for Europe
(2) The Common Market
(3) European Parliament
c. Berlin airlift
65
Analyze the role played
by the United States in
securing peace: (1)
formation of the United
Nations, (2) relief and
refugee efforts, and (3)
economic assistance to
war-torn economies and
societies.
Evaluate American
foreign policy
immediately following
WWII.
Trace the origins and
geopolitical
consequences (foreign
and domestic) of the
Cold War and
containment policy.
Itemize the goals of
Kennan’s containment
policy.
Analyze the role
played by the United
States in securing
peace: (1) formation of
the United Nations, (2)
relief and refugee
efforts, and (3)
economic assistance to
war-torn economies
and societies.
Trace the origins and
geopolitical
consequences (foreign
and domestic) of the
Cold War and
containment policy.
Evaluate American
foreign policy
immediately following
WWII.
Itemize the goals of
Kennan’s containment
Suggested
Documents: The
United Nation
Charter (1945); The
Truman Doctrine
(1947)
Plan aid? Conducted
the Berlin airlift?
Formed NATO?
- Was the Cold War
inevitable? How did
United States support
for “selfdetermination” conflict
with the Soviet
Union’s desire for
security in Eastern
Europe at the end of
the war?
- How did the United
States respond to the
communist threat at
home?
- What constitutional
values were sacrificed
in responding to the
communist threat?
Cite current examples
in response to the
“terrorist threat.”
- How did the second
Red Scare compare
with the first Red
Scare?
What has
“McCarthyism” come
to mean? How has the
term “McCarthyism”
been applied in more
d. Formation of NATO alliance
C. Containment in Asia, Africa, and
Latin America 1. The United States
and Japan
a. Separate peace treaty (1951)
b. Reconstruction of Japan
2. The United States and China
a. Rise to power of Mao Zedong and
the People’s Republic of China
b. Chiang Kai-shek to Taiwan (1949)
3. USSR tests an A-bomb (1949)
4. The “hot war” in Asia: Korean
War
a. The Yalu River: China enters the
war
b. United Nations efforts:
MacArthur, Truman, and “limited
war” c. Stalemate and truce (1953)
5. Point four aid: Africa, Asia, Latin
America
D.The Cold War at home
1. Truman and government loyalty
checks Case studies: The Smith Act
and the House Un-American
Activities Committee (Watkins v.
United States, 1957); the Alger Hiss
case (1950); the Rosenberg trial
(1950)
2. Loyalty and dissent: the case of
Robert Oppenheimer
3. McCarthyism
4. Politics of the Cold War
a. Loss of China
b. Stalemate in Korea
66
policy.
Defend applications of the
Truman Doctrine.
Determine the causes of
the failure of the Fair
Deal.
Chronicle how the Cold
War escalated from 1945
to 1962. Include two to
three sentence
explanations for each
event and/or policy.
Create a caricature of the
Soviet Union (bear) and
the United States (eagle)
to illustrate and explain
the main characteristics
of each during the Cold
War
Defend applications of
the Truman Doctrine.
Determine the causes of
the failure of the Fair
Deal.
Create a flowchart that
chronicles how the Cold
War escalated from
1945 to 1962. Include
two to three sentence
explanations for each
event and/or policy.
Create a caricature of
the Soviet Union (bear)
and the United States
(eagle) to illustrate and
explain the main
characteristics of each
during the Cold War
7 - The
World in
Uncertain
Times
(1950Present)
(Week 33,
3 Weeks)
Concepts/
Themes
Change
Presidential
Decisions and
Actions
Environment
Interdependenc
e Foreign
Policy
Diversity
Civic Values
Citizenship
recent history?
c. Truman’s falling popularity
I. TOWARD A
POSTINDUSTRIAL
WORLD: LIVING
IN A GLOBAL AGE
II. CONTAINMENT
AND CONSENSUS:
1945 - 1960
I. TOWARD A POSTINDUSTRIAL
WORLD: LIVING IN A GLOBAL AGE
A. Changes within the United States
1. Energy sources (nuclear power)
2. Materials (plastics, light metals)
3. Technology (computers)
4. Corporate structures (multinational
corporations)
5. Nature of employment (agriculture to
industry to service)
6. Problems (waste disposal, air/water
pollution, growing energy usage,
depleting resources, e.g., domestic oil
supply)
- How did each of the
post-World War II
Presidents build on
and extend the policy
of containment?
- How did Truman,
Eisenhower, Kennedy,
and Johnson carry
forth the programs of
the New Deal?
- How did Presidents
Eisenhower, Kennedy,
and Johnson further
the civil rights
initiatives begun by
Truman?
- Compare the
attitudes, values, and
social changes of the
1950s (post-World War
II) with those of the
1920s (post-World War
I).
- What significant
II. CONTAINMENT AND CONSENSUS:
1945 - 1960
A. Review postwar events
1. Emerging power relationships: East/
West; North/ South; (haves/ have-nots;
developed/developing nations)
B. Eisenhower foreign policies
1. The end of the Korean War
2. John Foster Dulles, the domino theory
and massive retaliation; brinkmanship
posture
3. The H-bomb; atoms for peace
4. Summits and U-2s
5. Establishment of SEATO
6. Controversy: Aswan Dam and Suez
Canal
7. Polish and Hungarian uprisings
8. Eisenhower Doctrine: intervention in
Lebanon 9. Sputnik: initiating the space
race
C. Domestic politics and constitutional
issues
67
Evaluate the progress in
the area of Civil Rights
during the Truman and
Eisenhower
administrations.
Evaluate the progress in
the area of Civil Rights
during the Truman and
Eisenhower
administrations.
Identify causes of postwar prosperity and its
impact on American
culture.
Identify causes of postwar prosperity and its
impact on American
culture.
Show how the Cold War
set the framework for
global politics for 45 years
after the end of World
War II. It also influenced
American domestic
politics, the conduct of
foreign affairs, and the
role of the government in
the economy after 1945.
DBQ Essay
Historical context:
Decade of the 1950’s
shared belief in anticommunism, and
economic progress at
the expense of civil
liberties
Show how the Cold War
set the framework for
global politics for 45 years
after the end of World
War II. It also influenced
American domestic
politics, the conduct of
foreign affairs, and the
role of the government in
the economy after 1945.
Show how the U.S.
Government's antiCommunist strategy of
containment in Asia led to
America's involvement in
the Korean War.
Discuss the significant
domestic policy speeches
of Truman, Eisenhower,
Kennedy, (e.g., with
regard to education, civil
rights, economic policy,
environmental policy
CIVIL RIGHTS
Show how the U.S.
Government's antiCommunist strategy of
containment in Asia led
to America's
involvement in the
Korean War.
Debate: The Cold War
Suggested
Document: John F.
Kennedy’s
Inaugural Address
Suggested
Document: Reno v.
American Civil
Liberties Union,
1997
demographic changes
became evident in the
1950s?
- Explain how
increased use of the
automobile changed
urban areas. Consider
how the automobile
contributed to the
growth of suburbs and
changed the
demographic
composition of the
center city.
III. DECADE OF
CHANGE: 1960s
- Is the “New Frontier”
label for the Kennedy
administration
justified in terms of
both foreign and
domestic policies?
- Although President
Kennedy’s charismatic
style enhanced his
public image, what
practical effect did it
have on his working
relationship with
Congress? Apply this
question to the
following areas: (1)
civil rights legislation,
1. The Eisenhower peace
a. Returning the United States to a
peacetime economy
b. Interstate Highway Act (1956)
c. Suburbanization
d. The Warren Court
2. Civil rights
a. Jackie Robinson breaks the color
barrier
b. Brown v. Board of Education of
Topeka, 1954 c. Beginnings of modern
civil rights movement
(1) Rosa Parks and the Montgomery bus
boycott
(2) Little Rock: school desegregation
(3) Segregation in public transportation
ruled unconstitutional
(4) Sit-ins: nonviolent tactic
(5) Civil Rights Act of 1957
D.The people
1. Prosperity and conservatism
a. Postwar consumption: homes, autos,
and television
b. New educational opportunities: G.I.
Bill c. The baby boom and its effects
2. Migration and immigration
a. Suburbanization: Levittowns
b. Cities: declining
c. New immigration patterns: Caribbean
focus
III. DECADE OF CHANGE: 1960s
A. The Kennedy years
1. The New Frontier: dreams and
promises a. Civil rights actions
(1) James Meredith at the University of
Mississippi
(2) Public career of Dr. Martin Luther
King, Jr., Birmingham protest (“Letter
from Birmingham Jail”)
(3) Assassination of Medgar Evers
68
Examine and analyze the
key events, policies, and
court cases in the
evolution of civil rights,
including Dred Scott v.
Sandford, Plessy v.
Ferguson, Brown v. Board of
Education
Analyze the effectiveness
of the modern civil rights
movement in which
African Americans,
working through the court
system and mass protest,
reshaped public opinion
and secured the passage
of civil rights legislation.
Examine the roles of civil
rights advocates (e.g., A.
Philip Randolph, Martin
Luther King, Jr., Malcom
X, Thurgood Marshall,
James Farmer, Rosa Parks
THE SIXTIES
Evaluate Kennedy’s
handling of the Cuban
Missile Crisis.
Critique Kennedy’s Civil
Rights policy.
Timeline significant
events that led to the
United States commitment
to the War in Vietnam.
was essentially a
competition between
two very different ways
of organizing
government, society
and economy; the
American-led western
nations' belief in
democracy, individual
freedom and a market
economy, and the
Soviet belief in a
totalitarian state and
socialism.
Analyze the
effectiveness of the
modern civil rights
movement in which
African Americans,
working through the
court system and mass
protest, reshaped public
opinion and secured the
passage of civil rights
legislation.
Create a PowerPoint
presentation on the
significance of the
Brown v. Board of
Education Supreme
Court decision. Explain
its impact in New York
State
THE SIXTIES
Evaluate Kennedy’s
handling of the Cuban
Missile Crisis.
(2) immigration
reform, (3) federal aid
to education, and (4)
foreign policy
initiatives.
- In what ways were
your school district
facilities and programs
changed as a result of
State and federal
programs regarding
the handicapped and
disabled?
- In what ways did
Johnson’s social
programs build upon
the Kennedy legacy?
- Why was Johnson
more successful than
Kennedy in translating
social programs into
legislation?
- Compare and
contrast the civil rights
movement after 1965
with the earlier phase
(1955-1965) in terms of
(1) goals, (2)
leadership, (3)
strategies, and (4)
achievements.
- Compare the feminist
movement of the 1960s
(4) March on Washington
2. Foreign policy and Cold War crises
a. Bay of Pigs invasion
b. Vienna Summit/Berlin Wall
c. Cuban missile crisis
d. Laos and Vietnam
e. Latin America and the Alliance for
Progress
f. Peace Corps
g. Launching the race to the Moon
h. Nuclear Test Ban Treaty 1963, 1967;
Hot Line established
3. Movement for rights of disabled
citizens
a. Background
(1) Historic attitude that disabled were
defective
(2) Emergence of humanitarian view in
19th century, development of large
institutions
(3) Development of the concept of
normalization; early-20th-century
programs of education and training
b. Kennedy administration, 1961-1963;
beginning awareness, changing attitudes
(1) President’s Council on Mental
Retardation
(2) Special Olympics
c. Litigation and legislation; 1960 present
(1) Education of the Handicapped Act,
1966
(2) Education for All Handicapped
Children Act, 1971
(3) Rehabilitation Act of 1973, Section 504
(4) Americans with Disabilities Act, 1990
d. Dependence to independence
(1) Activism by disabled veterans
(2) Deinstitutionalization
(3) Mainstreaming
69
Identify groups that were
part of the politics of
protest in the 1960s.
Chart candidates and their
causes for the 1968
Presidential election.
Evaluate the success of the
Civil Rights
Analyze the passage and
effects of civil rights and
voting rights legislation
(e.g., 1964 Civil Rights
Act, Voting Rights Act of
1965) and the TwentyFourth Amendment, with
an emphasis on equality
of access to education and
to the political process.
Analyze the women’s
rights movement from the
era of Elizabeth Stanton
and Susan Anthony and
the passage of the
Nineteenth Amendment
to the movement
launched in the 1960s,
including differing
perspectives on the roles
of women.
Analyze the persistence
of poverty and how
different analyses of this
issue influence welfare
reform, health insurance
reform, and other social
Critique Kennedy’s
Civil Rights policy.
Timeline significant
events that led to the
United States
commitment to the
War in Vietnam.
Identify groups that
were part of the
politics of protest in
the 1960s.
Chart candidates and
their causes for the
1968 Presidential
election.
As a congressman,
write and deliver a
speech urging fellow
congressmen not to
vote for the Gulf of
Tonkin Resolution.
Analyze the passage
and effects of civil
rights and voting rights
legislation (e.g., 1964
Civil Rights Act, Voting
Rights Act of 1965) and
the Twenty-Fourth
Amendment, with an
emphasis on equality of
access to education and
to the political process.
Analyze the women’s
with the suffragist
movement in terms of
(1) goals, (2)
leadership, (3)
strategies, and (4)
achievements.
- To what extent did
the civil rights
movement influence
the demands for
equality on the part of
Hispanic-Americans
and Native American
Indians? How
successful were their
efforts?
IV. THE LIMITS OF
POWER: TURMOIL
AT HOME AND
ABROAD, 1965 – 1972
V. THE TREND
TOWARD
CONSERVATISM,
1972 – 1985
- In what specific ways
did Nixon
depart from Johnson’s
Great Society?
- Identify and evaluate
Nixon’s foreign
policy initiatives.
- What factors
contributed to the
4. Assassination in Dallas
B. Johnson and the Great Society
1. Expanding on the Kennedy social
programs
a. War on poverty; VISTA
b. Medicare
c. Federal aid to education
d. Environmental issues and concerns
2. The Moon landing: the challenge of
space exploration
3. Continued demands for equality: civil
rights movement
a. Black protest, pride, and power
(1) NAACP (National Association for the
Advancement of Colored People): legal
judicial leadership, Urban League
b. Case studies
(1) SNCC (Student Nonviolent
Coordinating Committee): sit-in
movement among college students
(2) SCLC (Southern Christian Leadership Conference): promote nonviolent
resistance, sit-ins, boycotts
(3) CORE (Congress of Racial Equality):
“Freedom Riders”
(4) Testing of segregation laws
(5) Others: Black Muslims; prominence
of Malcolm X: advocating separation of
races, separate state in the United States
(6) Civil unrest: Watts riot, 1965, as
example; Kerner Commission
(7) Assassination of Malcolm X
(February 1965)
c. Legislative impact
(1) Civil Rights Act of 1964 (Heart of
Atlanta Motel, Inc. v. United States,
1964), modifications since 1964
(2) 24th Amendment (eliminating poll
tax)
(3) Voting Rights Act, 1965
70
policies.
Discuss the reasons for
the nation’s changing
immigration policy, with
emphasis on how the
Immigration Act of 1965
and successor acts have
transformed American
society.
Describe the changing
roles of women in society
as reflected in the entry
of more women into the
labor force and the
changing family
structure.
rights movement from
the era of Elizabeth
Stanton and Susan
Anthony and the
passage of the
Nineteenth Amendment
to the movement
launched in the 1960s,
including differing
perspectives on the
roles of women.
Analyze the
persistence of poverty
and how different
analyses of this issue
influence welfare
reform, health
insurance reform, and
other social policies.
Discuss the reasons for
the nation’s changing
immigration policy,
with emphasis on how
the Immigration Act of
1965 and successor acts
have transformed
American society.
A NATION LOSES ITS
CONFIDENCE
Evaluate Nixon’s
formulation of détente.
Detail Nixon’s Civil
Rights policy.
Defend Watergate as a
Describe the changing
roles of women in
society as reflected in
the entry of more
women into the labor
force and the changing
family structure.
weakening of the
“Imperial Presidency”
under Nixon, Ford,
and Carter?
- To what extent and in
what ways did the
“Reagan Revolution”
constitute a challenge
to the elements of the
New Deal and Great
Society?
- Why didn’t all
socioeconomic groups
benefit equally from
the Reagan
Revolution?
According to Supreme
Court rulings in these
cases, how does the
Bill of Rights apply to
students in a school
context?
- How effectively did
the Immigration
Reform and Control
Act of 1986 deal with
the problems of illegal
aliens in our nation?
- What were the
sources of immigration
after 1975? How have
these new immigrant
groups affected
(4) Court decisions since 1948 upholding
or modifying preferential treatment in
employment; equal access to housing;
travel and accommodations; voting
rights; educational equity
(5) Fair Housing Act, 1968
4. Demands for equality: women
a. The modern women’s movement
(1) Kennedy Commission and the Civil
Rights Act, 1963-1964
(2) NOW (1966) to present
b. Issues
(1) Shifting roles and images
(2) Equal Rights Amendment (failure to
ratify)
(3) Roe v. Wade, 1973
(4) Equality in the workplace:
compensation, the glass ceiling
(5) Increased focus on domestic abuse
5. Rising consciousness of HispanicAmericans
a. “Brown power” movement
b. Organizing farm labor (Cesar Chavez)
c. Cuban and Haitian immigration
d. Increasing presence in American
politics
6. Demands for equality: American
Indian Movement (AIM) and other
protests
a. Occupation of Alcatraz
b. The “long march”
c. Wounded Knee, 1973
7. Rights of the accused
a. Mapp v. Ohio, 1961
b. Gideon v. Wainwright, 1963 c. Miranda v.
Arizona, 1966
8. Legislative reapportionment: Baker v. Carr,
1962
reason to trust our
government.
Analyze the politics of
Gerald Ford’s decision to
pardon Nixon.
Evaluate Carter’s
political adroitness.
Assess the
appropriateness of
Carter’s emphasis upon
human rights
considerations in the
conduct of United States
foreign policy.
Timeline events
accentuating Carter’s
assertion that America
had a “crisis of
confidence.”
REGAINING
CONFIDENCE:
REAGAN, BUSH
AND CLINTON
Evaluate the role that
Reagan’s star war policy
played in weakening the
“Evil Empire.”
Evaluate the impact of
Reaganomics.
Identify examples of
71
Trace the impact of,
need for, and
controversies
associated with
environmental
conservation,
expansion of the
national park system,
and the development
of environmental
protection laws, with
particular attention to
the interaction
between
environmental
protection advocates
and property rights
advocates.
Thematic Essay
Explain how the
federal, state, and local
governments have
responded to demographic and social
changes such as
population shifts to the
suburbs, racial
concentrations in the
cities, Frostbelt-toSunbelt migration,
international
migration, decline of
family farms, increases
in out-of-wedlock
births, and drug abuse.
Reflective Essay
Discuss the diffusion of
American society?
How do the
experiences of recent
immigrant groups
compare with those of
earlier immigrant
groups?
- What are the
political, economic,
and social implications
of an increasingly
elderly population?
- To what extent did
Reagan’s foreign
policy represent a
return to traditional
themes of Cold War
and power politics?
Hoe do changes in the
population during the
last three decades
impact the Social
Security Program?
Why does a dependent
population that is
larger than the
working population a
threat to the economy
of the nation?
Should we increase the
age for people to retire
IV. THE LIMITS OF POWER: TURMOIL
AT HOME AND ABROAD, 1965 - 1972
A.Vietnam: sacrifice and turmoil
1. The French-Indochinese War: early
United States involvement; Truman,
Eisenhower, and Kennedy policies
(review how foreign policy is
formulated)
2. United States and the spread of
communism; domino theory; credibility
of other United States commitments
3. Civil war in South Vietnam; concept of
guerrilla warfare
4. LBJ and the Americanization of the
war
a. Fear of “losing” Vietnam
b. Escalation and United States
assumptions; Tet offensive
5. Student protests at home
a. Draft protesters
b. Political radicals: protests, Students for
a Democratic Society (SDS), antiwar
c. Cultural radicals: hippies and
communalists 6. 1968: A year of turmoil
a. President Johnson’s decision not to
seek reelection
b. Assassinations of Dr. Martin Luther
King, Jr. (April 1968) and Robert
Kennedy (June 1968)
c. The Democratic Convention; war
protesters disrupt proceedings
d. Impact of the Vietnam War on society
V. THE TREND TOWARD
CONSERVATISM, 1972 - 1985
A. Nixon as President, 1969-1974
1. Domestic policies and events
a. Modifications to Great Society
programs (OSHA, Federal Energy Office,
DEA, Clean Air Act, food stamps,
revenue sharing)
72
Reagan being the “great
communicator” and
“Teflon president.”
Evaluate drug policies of
the Reagan, Bush, and
Clinton administrations.
Evaluate the
effectiveness of the
foreign policies of
Presidents Reagan and
Bush
Identify recent Supreme
Court decisions and
describe how they
impact political and
social institutions
Compare and contrast
the various issues in the
presidential elections of
the 1990’s.
Some examples are (1)
third-party candidacy of
Perot in 1992 compared
to Theodore Roosevelt in
1912, (2) change in party
control of Congress in
midterm elections (1994
compared with 1918,
1930, 1946) and its
impact on the working
relationship between the
President and Congress.
the civil rights
movement of African
Americans from the
churches of the rural
South and the urban
North, including the
resistance to racial
desegregation in Little
Rock and Birmingham,
and how the advances
influenced the agendas,
strategies, and
effectiveness of the
quests of American
Indians, Asian
Americans, and
Hispanic Americans for
civil rights and equal
opportunities.
Civil Rights Project
Construct an
illustrated children's
book with key figures
and events of the civil
rights movement.
Reflective Essay
Review the
achievements made
during each of the
following
presidential
administrations:
Carter, Reagan,
Bush, Clinton, Bush.
Identify policies that
might be considered
conservative as
with full Social
Security benefits?
.
b. The Moon landing
c. Environmental Protection Agency
(1970)
d. Self-determination for American
Indians (1970)
e. Ratification of the 26th Amendment
(1971)
f. Title IX - equal education access (1972)
2. Nixon’s internationalism
a. Henry Kissinger and realpolitik
(1) Withdrawal from Vietnam and
Cambodia; peace talks and signing of
Paris Peace Accords (Pentagon papers,
New York Times v. United States, 1971)
(2) Nixon Doctrine
(3) Opening to China
(4) Detente: SALT and grain
3. The Presidency in crisis
a. Resignation of Spiro Agnew
b. Watergate affair and its constitutional
implications
c. United States v. Nixon, 1974
d. The impeachment process and
resignation
B. The Ford and Carter Presidencies
1. The appointive Presidency: Ford and
Rockefeller (the constitutional aspects)
2. Domestic policy issues
a. Pardon for Nixon and amnesty for
draft evaders
b. Oil crisis: shifting energy priorities c.
Environmental concerns
(1) Three Mile Island
(2) Acid rain
(3) Toxic waste
3. Foreign policy issues: the United States
after Vietnam
a. Fall of South Vietnam, 1975
b. Oil crisis: Middle East in turmoil
c. Middle East mediation: Camp David
73
Examine the foreign
policies of Bush and
Clinton to understand
the complexities of postCold War issues and
realities
opposed to liberal.
Compare
successes/failures in
foreign affairs
(Middle East
conflicts, end of
Cold War,
terrorism), domestic
policy( the economy,
the war on drugs,
terrorism, education.
Accordss
d. The Afghanistan invasion: Olympics
and grain—diplomatic weapons e.
Iranian hostage crisis: 1979-1981
C. Reagan and Bush, the “new”
federalism and growth of conservatism
1. Supply-side economics
2. Tax policy and deficits
3. Environmental and civil rights policies
4. Effects on minorities
5. The Supreme Court and the schools
a. Engle v. Vitale, 1962
b. Tinker v. Des Moines School District,
1969
c. New Jersey v. TLO, 1985
d. Vernonia School District v. Acton,
1995 D.New approaches to old problems
1. Feast and famine: the farmer’s
dilemma
2. The problems of poverty in an affluent
society—“the underclass”
3. The “new” immigrants; (Immigration
Reform and Control Act of 1986)
4. Changing demographic patterns
(growing numbers of elderly)
VI. APPROACHING THE NEXT
CENTURY 1986 - 1999
A. The Bush Presidency
1. Case study: The election of 1988
a. Effects of demographics
b. Rise of a third party (H. Ross Perot)
c. Increasing influence of political action
committees
2. Domestic issues
a. Environmental concerns
b. Immigration issues
c. Savings and loan scandal
d. Social concerns (Cruzan v. Director,
Missouri Department of Health, 1990
and Planned Parenthood of Southeastern
74
Pennsylvania, et.al. v. Casey, 1992)
3. Foreign policy issues
a. Dissolution of the Soviet Union
b. Fall of the Berlin Wall and German
reunification (1990)
c. Crisis in Bosnia
d. Persian Gulf crisis
B. The Clinton Presidency
1. Domestic issues
a. Social concerns
(1) Health care
(2) Education
(3) Welfare reform
(4) Stability of the Social Security system
b. Economic concerns
(1) Role of technologies
(2) Impact of the baby boom generation
(3) Balanced budget amendment (debate)
(4) Market trends: The bull market of the
1990s
c. Political concerns
(1) Senate Whitewater investigations
(2) Gun control
(3) Campaign finance reform (debate) d.
Impeachment and acquittal
2. Foreign policy issues
a. United States—Middle East relations:
Israeli—PLO agreement (Rabin—Arafat)
b. United States in the global economy
(1) NAFTA
(2) GATT
(3) Economic aid to Russia
(4) United States trade with China,
Japan, and Latin America
c. Intervention in Somalia, Haiti, Bosnia,
and Yugoslavia
d. United States—Russian relations; 1990
to the present
e. United States—European relations:
75
European Union (EU), NATO
8 - Regents
Review
(Week 36,
2 Weeks)
76