Download U.S. History 4.0 2006-2007

Harrison County Schools
Curriculum Guide for Social Studies
Course Name: U. S. History Grade Level Targeted: High School
Unit (s): Civil War & Reconstruction
Essential Questions
toward
Course Objectives
1. What were the causes
of the Civil War?
2. What is the legacy of
the social, political, and
economic issues that
divided the nation?
Kentucky
Core Content
Version 4.1
SS-HS-1.1.2 Students will
explain and give
examples of how
democratic governments
preserve and protect the
rights and liberties of
their constituents
through different sources
(e.g., U.N. Charter,
Declaration of the Rights
of Man, U.N. Declaration
of Human Rights, U.S.
Constitution). DOK 2
Key
Vocabulary/Key
Concepts
Abraham Lincoln
Andrew Johnson
carpetbagger
scalawag
president pro
tempore
Activities
and
Assessments
1.1.2 …preserve and protect rights and
liberties…(e.g., U.N. Charter, Declaration of the Rights
of Man, U.N. Declaration of Human Rights, U.S.
Constitution)
1.2.1 "common good" (e.g., Congress legislates on
behalf of the people; the President represents the
people as a nation; the Supreme Court acts on behalf
of the people as a whole when it interprets the
Constitution)
1.2.2… limited government (e.g., rule of law,
federalism, checks and balances, majority rule,
protection of minority rights, separation of powers)
Civil War/Reconstruction Portfolio
sharecrop
SS-HS-1.2.1 Students will
analyze how powers of
government are
distributed and shared
among levels and
branches and evaluate
how this distribution of
powers protects the
"common good" (e.g.,
Congress legislates on
behalf of the people; the
President represents the
Geography Application
Impeachment
radical
Readings:
“Defense of Slavery as a Benefit to Society”
Black Codes
“Justifying Secession”
Jim Crow Laws
“Cruelties of Slavery: The Plight of Slave Women”
poll tax
“The Fugitive Slave Act”
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
people as a nation; the
Supreme Court acts on
behalf of the people as a
whole when it interprets
the Constitution). DOK 3
SS-HS-1.2.2 Students will
interpret the principles of
limited government (e.g.,
rule of law, federalism,
checks and balances,
majority rule, protection
of minority rights,
separation of powers)
and evaluate how these
principles protect
individual rights and
promote the "common
good.” DOK 3
SS-HS-1.3.1 Students will
explain and give
examples how the rights
of one individual (e.g.,
smoking in public places,
free speech) may, at
times, be in conflict (e.g.,
slander, libel) with the
rights of another. DOK 2
SS-HS-1.3.2 Students will
explain how the rights of
an individual (e.g.,
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
literacy test
“Violence in Bloody Kansas”
freedman
10 percent plan
“Gettysburg Address”
“Letter to Mrs. Bixby”
Ku Klux Klan
“A Radical Republican View”
terrorist
“A Northern Teacher in Georgia”
th
13 Amendment
“Mississippi Black Code”
th
14 Amendment
“The Great Draft Riots”
th
15 Amendment
underground
railroad
Harriet Tubman
Harriet Beecher
Stowe
Dredd Scott
Plessy vs. Ferguson
Reconstruction Open Response
1.3.1… rights of one individual (e.g., smoking in
public places, free speech)… conflict (e.g., slander,
libel)
1.3.2… rights of an individual (e.g., Freedom of
information Act, privacy)… the "common good" (e.g.,
homeland security issues, environmental regulations,
censorship, search and seizure)
1.3.3… responsibilities (e.g., seeking and assuming
leadership positions, voting)… duties (e.g., serving as
jurors, paying taxes, complying with local, state and
federal laws, serving in the armed forces)
2.3.1… conflict and competition (e.g., violence,
difference of opinion, stereotypes, prejudice,
discrimination, genocide)
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Freedom of information
Act, privacy) may, at
times, be in conflict with
the responsibility of the
government to protect
the "common good" (e.g.,
homeland security
issues, environmental
regulations, censorship,
search and seizure). DOK
2
SS-HS-1.3.3 Students will
evaluate the impact
citizens have on the
functioning of a
democratic government
by assuming
responsibilities (e.g.,
seeking and assuming
leadership positions,
voting) and duties (e.g.,
serving as jurors, paying
taxes, complying with
local, state and federal
laws, serving in the
armed forces). DOK 3
SS-HS-2.1.1 Students will
explain how belief
systems, knowledge,
technology and behavior
patterns define cultures
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
2.3.2… influence interaction (e.g., peace studies,
treaties, conflict resolution
4.1.1… geographic tools (e.g., maps, globes,
photographs, models, satellite images, charts,
graphs, databases)
4.2.2… how physical (e.g., climate, mountains, rivers)
and human characteristics (e.g., interstate highways,
urban centers, workforce)
4.3.1… movement and settlement (e.g., push factors
such as famines or military conflicts; pull factors
such as climate or economic opportunity)
5.1.1… tools (e.g., primary and secondary sources,
data, artifacts) to analyze perceptions and
perspectives (e.g., gender, race, region, ethnic group,
nationality, age, economic status, religion, politics,
geographic factors)
5.2.6 … economic growth (e.g., suburban growth),
…racial and gender equality (e.g., Civil Rights
Movement), the extension of civil liberties (e.g.,
desegregation, Civil Rights Acts… (e.g., McCarthyism,
U.S. involvement in Vietnam). DOK 3
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
and help to explain
historical perspectives
and events in the modern
world (1500 A.D. to
present) and United
States (Reconstruction to
present). DOK 2
SS-HS-2.2.1 Students will
explain how various human
needs are met through
interaction in and among
social institutions (e.g.,
family, religion, education,
government, economy) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to present).
SS-HS-2.3.1 Students will
explain the reasons why
conflict and competition
(e.g., violence, difference
of opinion, stereotypes,
prejudice, discrimination,
genocide) may develop
as cultures emerge in the
modern world (1500 A.D.
to present) and the
United States
(Reconstruction to
present). DOK 2
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-HS-2.3.2 Students will
explain and give
examples of how
compromise and
cooperation are
characteristics that
influence interaction
(e.g., peace studies,
treaties, conflict
resolution) in the modern
world (1500 A.D. to
present) and the United
States (Reconstruction to
present). DOK 2
SS-HS-4.1.1 Students will
use a variety of
geographic tools (e.g.,
maps, globes,
photographs, models,
satellite images, charts,
graphs, databases) to
explain and analyze the
reasons for the
distribution of physical
and human features on
Earth's surface. DOK 3
SS-HS-4.2.1 Students will
interpret how places and
regions serve as
meaningful symbols for
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
individuals and societies
(e.g., Jerusalem, Vietnam
Memorial, Ellis Island, the
Appalachian region).
SS-HS-4.2.2 Students will
explain how physical
(e.g., climate, mountains,
rivers) and human
characteristics (e.g.,
interstate highways,
urban centers, workforce)
of regions create
advantages and
disadvantages for human
activities in a specific
place. DOK 2
SS-HS-4.2.3 Students will
explain how people can
develop stereotypes about
places and regions (e.g., all
cities are dangerous and
dirty; rural areas are poor).
SS-HS-4.2.4 Students will
explain how people from
different cultures with
different perspectives view
regions (e.g., Middle East,
Balkans) in different ways,
sometimes resulting in
conflict in the modern world
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
(1500 A.D. to present) and
United States
(Reconstruction to present).
SS-HS-4.3.1 Students will
describe the movement
and settlement patterns
of people in various
places and analyze the
causes of that movement
and settlement (e.g., push
factors such as famines
or military conflicts; pull
factors such as climate or
economic opportunity)
and the impacts in the
modern world (1500 A.D.
to present) and United
States (Reconstruction to
present). DOK 3
SS-HS-4.4.1 Students will
explain how humans
develop strategies (e.g.,
transportation,
communication,
technology) to overcome
limits of their physical
environment.
SS-HS-5.1.1 Students will
use a variety of tools
(e.g., primary and
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
secondary sources, data,
artifacts) to analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group, nationality,
age, economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (1500 A.D. to
present) and United
States History
(Reconstruction to
present). DOK 3
SS-HS-5.1.2 Students will
analyze how history is a
series of connected
events shaped by
multiple cause and effect
relationships, tying past
to present. DOK 3
SS-HS-5.2.1 Students will
compare and contrast the
ways in which various
Reconstruction plans
were approached and
evaluate the outcomes of
Reconstruction. DOK 2
Harrison County Schools
Activities
and
Assessments
Curriculum Guide for Social Studies
Course Name: U. S. History Grade Level Targeted: High School
Unit (s): Rise of Industrialization
Essential Questions
toward
Course Objectives
1. How did the
transformation from an
agrarian-based society to
an industrial-based
society transform the
life of the American
people, government, and
society?
2. What is the legacy of
Western Settlement?
Kentucky
Core Content
Version 4.1
SS-HS-1.2.2 Students will
interpret the principles of
limited government (e.g.,
rule of law, federalism,
checks and balances,
majority rule, protection
of minority rights,
separation of powers)
and evaluate how these
principles protect
individual rights and
promote the "common
good.” DOK 3
SS-HS-1.3.2 Students will
explain how the rights of
an individual (e.g.,
Freedom of information
Act, privacy) may, at
times, be in conflict with
the responsibility of the
government to protect
the "common good" (e.g.,
homeland security
issues, environmental
regulations, censorship,
search and seizure). DOK
Key
Vocabulary/Key
Concepts
Reservation
Activities
and
Assessments
Western Settlement Portfolio
Dawes Act
Geography Application
Ghost Dance
Readings:
“We are not Children”
Wounded Knee
“A Proposed Solution to the Indian Problem”
mechanized
farming
“Resisting Americanization”
irrigation
“A Letter from a Norwegian Farmer”
dried farming
“Wealth and its Uses”
long drive
“Omaha Platform”
longhorn
“Sports Mascots”
homesteader
Western Settlement/Industry Open Response
barbed wire
2.1.1… modern world (1500 A.D. to present) and
United States (Reconstruction to present).
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
2
Key
Vocabulary/Key
Concepts
Sitting Bull
SS-HS-2.1.1 Students will
explain how belief
systems, knowledge,
technology and behavior
patterns define cultures
and help to explain
historical perspectives
and events in the modern
world (1500 A.D. to
present) and United
States (Reconstruction to
present). DOK 2
assimilate
SS-HS-2.2.1 Students will
explain how various human
needs are met through
interaction in and among
social institutions (e.g.,
family, religion, education,
government, economy) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to present).
immigration
Social Gospel
Darwinism
subsistence farming
commercial
farming
proprietorship
Homestead Act
Transcontinental
Railroad
George Pullman
SS-HS-2.3.1 Students will
explain the reasons why
conflict and competition
(e.g., violence, difference
of opinion, stereotypes,
prejudice, discrimination,
Credit Mobilier
Activities
and
Assessments
2.3.1… conflict and competition (e.g., violence,
difference of opinion, stereotypes, prejudice,
discrimination, genocide)
3.1.1…scarcity(1500 A.D. to present) and the United
States (Reconstruction to present)
3.2.1… economic systems (traditional, command,
market, mixed)
5.2.5 … (e.g., stock market crash, relief, recovery,
reform initiatives, increased role of government in
business, influx of women into workforce, rationing)
… world affairs (e.g., emergence of the U.S. as
economic and political superpower). DOK 3
5.2.7 …maintain and restore world peace (e.g., League
of Nations, United Nations, Cold War politics, Persian
Gulf War)... DOK 3
http://www.digitalhistory.uh.edu/database/hyper_title
s.cfm
http://www.learner.org/biographyofamerica/index.ht
ml
http://cnnstudentnews.cnn.com/SPECIALS/1999/cen
tury/
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
genocide) may develop
as cultures emerge in the
modern world (1500 A.D.
to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-3.1.1 Students will
give examples of and
explain how scarcity of
resources necessitates
choices at both the
personal and societal
levels in the modern
world (1500 A.D. to
present) and the United
States (Reconstruction to
present) and explain the
impact of those choices.
DOK 2
SS-HS-3.4.3 Students will
explain and give
examples of how
interdependence of
personal, national and
international economic
activities often results in
international issues and
concerns (e.g., natural
resource dependencies,
economic sanctions,
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
environmental and
humanitarian issues) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-4.1.1 Students will
use a variety of
geographic tools (e.g.,
maps, globes,
photographs, models,
satellite images, charts,
graphs, databases) to
explain and analyze the
reasons for the
distribution of physical
and human features on
Earth's surface. DOK 3
SS-HS-4.1.3 Students will
use geographic tools (e.g.,
maps, globes, photographs,
models, satellite images) to
interpret the reasoning
patterns (e.g., available
transportation, location of
resources and markets,
individual preference,
centralization versus
dispersion) on which the
location and distribution of
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Earth's human features is
based.
SS-HS-4.2.1 Students will
interpret how places and
regions serve as
meaningful symbols for
individuals and societies
(e.g., Jerusalem, Vietnam
Memorial, Ellis Island, the
Appalachian region).
SS-HS-4.2.2 Students will
explain how physical
(e.g., climate, mountains,
rivers) and human
characteristics (e.g.,
interstate highways,
urban centers, workforce)
of regions create
advantages and
disadvantages for human
activities in a specific
place. DOK 2
SS-HS-4.2.3 Students will
explain how people can
develop stereotypes about
places and regions (e.g., all
cities are dangerous and
dirty; rural areas are poor).
SS-HS-4.2.4 Students will
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
explain how people from
different cultures with
different perspectives view
regions (e.g., Middle East,
Balkans) in different ways,
sometimes resulting in
conflict in the modern world
(1500 A.D. to present) and
United States
(Reconstruction to present).
SS-HS-4.3.1 Students will
describe the movement
and settlement patterns
of people in various
places and analyze the
causes of that movement
and settlement (e.g., push
factors such as famines
or military conflicts; pull
factors such as climate or
economic opportunity)
and the impacts in the
modern world (1500 A.D.
to present) and United
States (Reconstruction to
present). DOK 3
SS-HS-4.3.2 Students will
explain how technology
(e.g., computers,
telecommunications) has
facilitated the movement
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
of goods, services and
populations, increased
economic
interdependence at all
levels, and influenced
development of centers
of economic activity.
DOK 2
SS-HS-4.4.1 Students will
explain how humans
develop strategies (e.g.,
transportation,
communication,
technology) to overcome
limits of their physical
environment.
SS-HS-5.1.1 Students will
use a variety of tools
(e.g., primary and
secondary sources, data,
artifacts) to analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group, nationality,
age, economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (1500 A.D. to
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
present) and United
States History
(Reconstruction to
present). DOK 3
SS-HS-5.1.2 Students will
analyze how history is a
series of connected
events shaped by
multiple cause and effect
relationships, tying past
to present. DOK 3
SS-HS-5.2.2 Students will
explain how the rise of
big business, factories,
mechanized farming and
the labor movement
impacted the lives of
Americans. DOK 2
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: U. S. History Grade Level Targeted: High School
Unit (s): Industrial Growth & Immigration
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
1. What effects did
industrialization and
migration/immigration
have on American
society?
2. Should the U. S. be
described as a melting
pot or a salad bowl?
3. What differences are
there in “old” and “new”
immigrants in terms of
ethnicity, religion,
language, place of
origin, and motive for
leaving their homeland?
4. How have changes in
the U. S. led to a need
for tolerance and
individual
responsibility?
5. What’s the legacy of
the conflict between
labor and management?
Kentucky
Core Content
Version 4.1
SS-HS-1.1.2 Students will
explain and give
examples of how
democratic governments
preserve and protect the
rights and liberties of
their constituents
through different sources
(e.g., U.N. Charter,
Declaration of the Rights
of Man, U.N. Declaration
of Human Rights, U.S.
Constitution). DOK 2
Key
Vocabulary/Key
Concepts
Nativism
Activities
and
Assessments
Immigration Portfolio
ethnocentrism
Geography Application
socialism
History Alive Program
Ellis Island
Readings:
“Artifacts from Ellis Island”
Angel Island
“Fear of the Immigrant”
“old” immigrant
“The Gospel of Wealth”
SS-HS-1.2.2 Students will
interpret the principles of
limited government (e.g.,
rule of law, federalism,
checks and balances,
majority rule, protection
of minority rights,
separation of powers)
and evaluate how these
principles protect
individual rights and
promote the "common
good.” DOK 3
SS-HS-1.3.1 Students will
explain and give
examples how the rights
of one individual (e.g.,
smoking in public places,
“new” immigrant
“A Disillusioned Immigrant”
culture shock
“An Italian Boy’s Name Change”
cultural pluralism
Immigration Open Response
pogroms
salad bowl vs.
melting pot
megalopolis
urbanization
tenement
http://www.digitalhistory.uh.edu/historyonline/timeli
nes.cfm?
http://www.cbsnews.com/htdocs/census_2000/frames
ource.html
http://brt.uoregon.edu/cyberschool/history/index.html
http://www.usinfo.pl/aboutusa/history/history.htm
http://memory.loc.gov/ammem/ndlpedu/features/civil
rights/flash.html
http://memory.loc.gov/ammem/ndlpedu/features/time
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
free speech) may, at
times, be in conflict (e.g.,
slander, libel) with the
rights of another. DOK 2
SS-HS-1.3.2 Students will
explain how the rights of
an individual (e.g.,
Freedom of information
Act, privacy) may, at
times, be in conflict with
the responsibility of the
government to protect
the "common good" (e.g.,
homeland security
issues, environmental
regulations, censorship,
search and seizure). DOK
2
SS-HS-1.3.3 Students will
evaluate the impact
citizens have on the
functioning of a
democratic government
by assuming
responsibilities (e.g.,
seeking and assuming
leadership positions,
voting) and duties (e.g.,
serving as jurors, paying
taxes, complying with
local, state and federal
Key
Vocabulary/Key
Concepts
graft
Activities
and
Assessments
line/index.html
http://www.nhc.rtp.nc.us/tserve/divam.htm
political machine
http://www.assumption.edu/ahc/
http://www.law.ou.edu/hist/
sweatshop
http://www3.newberry.org/k12maps/module_index/i
ndex.html
tycoon
http://historymatters.gmu.edu/browse/makesense/
http://www.presidency.ucsb.edu/sou.php
consolidate
http://www.memorialhall.mass.edu/
http://www.csusm.edu/nadp/
corporation
http://memory.loc.gov/ammem/ndlpedu/features/hom
efront/index.html
limited liability
http://www.thomasjeffersonpapers.org/
http://memory.loc.gov/ammem/alhtml/
laissez-faire
http://etext.lib.virginia.edu/washington/fitzpatrick/ind
ex.html
free enterprise
http://www.virginia.edu/pjm/
http://www.pbs.org/wgbh/amex/reagan/filmmore/refe
vertical integration rence/primary/
http://www.archives.gov/education/lessons/workshee
horizontal
ts/
consolidation
http://www.learner.org/biographyofamerica/prog12/i
ndex.html
John D. Rockefeller http://www.learner.org/biographyofamerica/prog13/i
ndex.html
Andrew Carnegie
http://www.learner.org/biographyofamerica/prog14/i
ndex.html
Social Darwinism
http://www.learner.org/biographyofamerica/prog15/i
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
laws, serving in the
armed forces). DOK 3
SS-HS-2.1.1 Students will
explain how belief
systems, knowledge,
technology and behavior
patterns define cultures
and help to explain
historical perspectives
and events in the modern
world (1500 A.D. to
present) and United
States (Reconstruction to
present). DOK 2
SS-HS-2.2.1 Students will
explain how various human
needs are met through
interaction in and among
social institutions (e.g.,
family, religion, education,
government, economy) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to present).
SS-HS-2.3.1 Students will
explain the reasons why
conflict and competition
(e.g., violence, difference
of opinion, stereotypes,
Key
Vocabulary/Key
Concepts
Gospel of Wealth
Bessemer Process
trust
monopoly
Interstate
Commerce Act
Sherman Antitrust
Act
holding company
labor union
AFL
Samuel Gompers
Pullman Strike
Homestead Strike
Haymarket Riot
Activities
and
Assessments
ndex.html
http://www.learner.org/biographyofamerica/prog16/i
ndex.html
http://odur.let.rug.nl/%7Eusa/H/1994/chap7.htm
http://www.smplanet.com/imperialism/toc.html
http://www.pbs.org/weta/thewest/events/1880_1890.
htm
http://www.nps.gov/archive/jeff/1870_1880.html
http://www.pbs.org/weta/thewest/resources/archives/
eight/dawes.htm
http://www.pbs.org/weta/thewest/events/1890_1900.
htm
http://www.history.com/minisites/ellisisland/
http://www.angelisland.org/immigr02.html
http://www.pbs.org/wgbh/amex/tcrr/index.html
http://www.loc.gov/rr/hispanic/1898/
http://www.learner.org/biographyofamerica/prog17/i
ndex.html
http://memory.loc.gov/ammem/gmdhtml/rrhtml/rrho
me.html
http://www.hfmgv.org/exhibits/wright/
http://www.pancanal.com/eng/
http://www.pbs.org/wgbh/amex/monkeytrial/
http://www.pbs.org/wgbh/amex/earthquake/
http://www.pbs.org/wgbh/nova/typhoid/
http://www.pbs.org/wgbh/amex/influenza/
http://www.theatlantic.com/politics/immigrat/lescof.h
tm
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
prejudice, discrimination,
genocide) may develop
as cultures emerge in the
modern world (1500 A.D.
to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-3.1.1 Students will
give examples of and
explain how scarcity of
resources necessitates
choices at both the
personal and societal
levels in the modern
world (1500 A.D. to
present) and the United
States (Reconstruction to
present) and explain the
impact of those choices.
DOK 2
SS-HS-3.2.1 Students will
compare and contrast
economic systems
(traditional, command,
market, mixed) based on
their abilities to achieve
broad social goals such
as freedom, efficiency,
equity, security and
growth in the modern
Key
Vocabulary/Key
Concepts
collective
bargaining
graduated income
tax
Henry Ford
mass production
assembly line
scab
yellow dog contract
Populism
Grange
Activities
and
Assessments
http://www.learningcurve.gov.uk/greatwar/
http://odur.let.rug.nl/%7Eusa/H/1994/ch9_p1.htm
http://www.4learning.co.uk/historyquest/hq_topics_i
n_list.html
http://www.lib.msu.edu/sowards/balkan/lect15.htm
http://www.worldwar1.com/tlsara.htm
http://www.worldwar1.com/tlalli.htm
http://userpages.aug.com/captbarb/femvets4.html
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
world. DOK 2
SS-HS-3.2.2 Students will
describe economic
institutions such as
corporations, labor unions,
banks, stock markets,
cooperatives, and
partnerships.
SS-HS-3.2.3 Students will
explain how, in a free
enterprise system,
individuals attempt to
maximize their profits
based on their role in the
economy (e.g., producers
try to maximize
resources, entrepreneurs
try to maximize profits,
workers try to maximize
income, savers and
investors try to maximize
return). DOK 2
SS-HS-3.4.1 Students will
analyze the changing
relationships among
business, labor and
government (e.g., unions,
anti-trust laws, tariff
policy, price controls,
subsidies, tax incentives)
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
and how each has
affected production,
distribution and
consumption in the
United States or the
world. DOK 3
SS-HS-3.3.3 Students will
explain how the
Level of competition in a
market is largely
determined by the number
of buyers and sellers.
SS-HS-3.3.4 Students will
explain how laws and
government mandates
(e.g., anti-trust legislation,
tariff policy, regulatory
policy) have been adopted
to maintain competition in
the United States and in the
global marketplace.
SS-HS-3.4.1 Students will
analyze the changing
relationships among
business, labor and
government (e.g., unions,
anti-trust laws, tariff
policy, price controls,
subsidies, tax incentives)
and how each has
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
affected production,
distribution and
consumption in the
United States or the
world. DOK 3
SS-HS-3.4.2 Students will
describe and give
examples of how factors
such as technological
change, investments in
capital goods and human
capital/resources have
increased productivity in
the world. DOK 2
SS-HS-3.4.3 Students will
explain and give
examples of how
interdependence of
personal, national and
international economic
activities often results in
international issues and
concerns (e.g., natural
resource dependencies,
economic sanctions,
environmental and
humanitarian issues) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
present). DOK 2
SS-HS-4.1.1 Students will
use a variety of
geographic tools (e.g.,
maps, globes,
photographs, models,
satellite images, charts,
graphs, databases) to
explain and analyze the
reasons for the
distribution of physical
and human features on
Earth's surface. DOK 3
SS-HS-4.1.3 Students will
use geographic tools (e.g.,
maps, globes, photographs,
models, satellite images) to
interpret the reasoning
patterns (e.g., available
transportation, location of
resources and markets,
individual preference,
centralization versus
dispersion) on which the
location and distribution of
Earth's human features is
based.
SS-HS-4.2.1 Students will
interpret how places and
regions serve as
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
meaningful symbols for
individuals and societies
(e.g., Jerusalem, Vietnam
Memorial, Ellis Island, the
Appalachian region).
SS-HS-4.2.2 Students will
explain how physical
(e.g., climate, mountains,
rivers) and human
characteristics (e.g.,
interstate highways,
urban centers, workforce)
of regions create
advantages and
disadvantages for human
activities in a specific
place. DOK 2
SS-HS-4.2.3 Students will
explain how people can
develop stereotypes about
places and regions (e.g., all
cities are dangerous and
dirty; rural areas are poor).
SS-HS-4.2.4 Students will
explain how people from
different cultures with
different perspectives view
regions (e.g., Middle East,
Balkans) in different ways,
sometimes resulting in
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
conflict in the modern world
(1500 A.D. to present) and
United States
(Reconstruction to present).
SS-HS-4.3.1 Students will
describe the movement
and settlement patterns
of people in various
places and analyze the
causes of that movement
and settlement (e.g., push
factors such as famines
or military conflicts; pull
factors such as climate or
economic opportunity)
and the impacts in the
modern world (1500 A.D.
to present) and United
States (Reconstruction to
present). DOK 3
SS-HS-4.3.2 Students will
explain how technology
(e.g., computers,
telecommunications) has
facilitated the movement
of goods, services and
populations, increased
economic
interdependence at all
levels, and influenced
development of centers
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
of economic activity.
DOK 2
SS-HS-5.1.1 Students will
use a variety of tools
(e.g., primary and
secondary sources, data,
artifacts) to analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group, nationality,
age, economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (1500 A.D. to
present) and United
States History
(Reconstruction to
present). DOK 3
SS-HS-5.1.2 Students will
analyze how history is a
series of connected
events shaped by
multiple cause and effect
relationships, tying past
to present. DOK 3
SS-HS-5.2.2 Students will
explain how the rise of
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
big business, factories,
mechanized farming and
the labor movement
impacted the lives of
Americans. DOK 2
SS-HS-5.2.3 Students will
explain the impact of
massive immigration
(e.g., new social patterns,
conflicts in ideas about
national unity amid
growing cultural
diversity) after the Civil
War. DOK 2
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: U. S. History Grade Level Targeted: High School
Unit (s): The Imperial Republic
Essential Questions
toward
Course Objectives
1. Why did the U.S.
leave isolationism and
pursue a more active
role in world affairs?
Kentucky
Core Content
Version 4.1
SS-HS-1.1.2 Students will
explain and give
examples of how
democratic governments
preserve and protect the
rights and liberties of
Key
Vocabulary/Key
Concepts
Alfred Thayer
Mahan
Activities
and
Assessments
Age of Imperialism Portfolio
Geography Application
Frederick Jackson
Turner
History Alive Program
Essential Questions
toward
Course Objectives
2. Under what
circumstances is
involvement in world
affairs justified?
3. Has the role of the
U.S. in the world
changed because of
expansionism?
Kentucky
Core Content
Version 4.1
their constituents
through different sources
(e.g., U.N. Charter,
Declaration of the Rights
of Man, U.N. Declaration
of Human Rights, U.S.
Constitution). DOK 2
SS-HS-1.2.2 Students will
interpret the principles of
limited government (e.g.,
rule of law, federalism,
checks and balances,
majority rule, protection
of minority rights,
separation of powers)
and evaluate how these
principles protect
individual rights and
promote the "common
good.” DOK 3
SS-HS-1.3.3 Students will
evaluate the impact
citizens have on the
functioning of a
democratic government
by assuming
responsibilities (e.g.,
seeking and assuming
leadership positions,
voting) and duties (e.g.,
serving as jurors, paying
Key
Vocabulary/Key
Concepts
William McKinley
Activities
and
Assessments
Readings:
“In Favor of Imperialism”
Theodore
Roosevelt
“America’s Anglo-Saxon ‘Mission’”
U.S.S. Maine
“An American Soldier’s Memory”
Rough Riders
“The Rough Riders”
nationalism
“A Criticism of Imperialism”
imperialism
“The White Man’s Burden”
nation-state
“Ethics of the Panama Canal”
Americanization
“Form The Hawaiian Viewpoint”
sphere of influence
“A Canal Builder at Work”
yellow journalism
“Columbia’s Protest on America’s Actions”
William Randolph
Hearst
“An American in Mexico, 1914”
Age of Imperialism Open Response
Joseph Pulitzer
Platt Amendment
4.3.1 … movement and settlement (e.g., push factors
such as famines or military conflicts; pull factors
such as climate or economic opportunity)DOK 3
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
taxes, complying with
local, state and federal
laws, serving in the
armed forces). DOK 3
SS-HS-2.1.1 Students will
explain how belief
systems, knowledge,
technology and behavior
patterns define cultures
and help to explain
historical perspectives
and events in the modern
world (1500 A.D. to
present) and United
States (Reconstruction to
present). DOK 2
SS-HS-2.3.1 Students will
explain the reasons why
conflict and competition
(e.g., violence, difference
of opinion, stereotypes,
prejudice, discrimination,
genocide) may develop
as cultures emerge in the
modern world (1500 A.D.
to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-3.1.1 Students will
Key
Vocabulary/Key
Concepts
Boxer Rebellion
Activities
and
Assessments
4.3.2 … technology (e.g., computers, telecommunications) DOK 2
5.2.3 … massive immigration (e.g., new social
patterns, conflicts in ideas about national unity amid
growing cultural diversity)DOK 2
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
give examples of and
explain how scarcity of
resources necessitates
choices at both the
personal and societal
levels in the modern
world (1500 A.D. to
present) and the United
States (Reconstruction to
present) and explain the
impact of those choices.
DOK 2
SS-HS-3.3.1 Students will
explain and give
examples of how
numerous factors
influence the supply and
demand of products (e.g.,
supply—technology, cost
of inputs, number of
sellers: demand—income,
utility, price of similar
products, consumers'
preferences). DOK 2
SS-HS-3.4.3 Students will
explain and give
examples of how
interdependence of
personal, national and
international economic
activities often results in
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
international issues and
concerns (e.g., natural
resource dependencies,
economic sanctions,
environmental and
humanitarian issues) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-4.1.1 Students will
use a variety of
geographic tools (e.g.,
maps, globes,
photographs, models,
satellite images, charts,
graphs, databases) to
explain and analyze the
reasons for the
distribution of physical
and human features on
Earth's surface. DOK 3
SS-HS-4.1.3 Students will
use geographic tools (e.g.,
maps, globes, photographs,
models, satellite images) to
interpret the reasoning
patterns (e.g., available
transportation, location of
resources and markets,
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
individual preference,
centralization versus
dispersion) on which the
location and distribution of
Earth's human features is
based.
SS-HS-4.2.3 Students will
explain how people can
develop stereotypes about
places and regions (e.g., all
cities are dangerous and
dirty; rural areas are poor).
SS-HS-4.2.4 Students will
explain how people from
different cultures with
different perspectives view
regions (e.g., Middle East,
Balkans) in different ways,
sometimes resulting in
conflict in the modern world
(1500 A.D. to present) and
United States
(Reconstruction to present).
SS-HS-5.1.1 Students will
use a variety of tools
(e.g., primary and
secondary sources, data,
artifacts) to analyze
perceptions and
perspectives (e.g.,
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
gender, race, region,
ethnic group, nationality,
age, economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (1500 A.D. to
present) and United
States History
(Reconstruction to
present). DOK 3
SS-HS-5.1.2 Students will
analyze how history is a
series of connected
events shaped by
multiple cause and effect
relationships, tying past
to present. DOK 3
SS-HS-5.2.2 Students will
explain how the rise of
big business, factories,
mechanized farming and
the labor movement
impacted the lives of
Americans. DOK 2
SS-HS-5.2.3 Students will
explain the impact of
massive immigration
(e.g., new social patterns,
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
conflicts in ideas about
national unity amid
growing cultural
diversity) after the Civil
War. DOK 2
SS-HS-5.2.4 Students will
explain and evaluate the
impact of significant
social, political and
economic changes
during the Progressive
Movement (e.g., industrial
capitalism, urbanization,
political corruption,
initiation of reforms),
World War I (e.g.,
imperialism to
isolationism,
nationalism), and the
Twenties (e.g., economic
prosperity, consumerism,
women’s suffrage). DOK
3
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: U. S. History Grade Level Targeted: High School
Unit (s): Progressivism & WWI
Essential Questions
toward
Course Objectives
1. Why did political
social, and economic
change reforms take
place in the early part of
the twentieth century?
2. How did the
government’s role in the
lives of the citizens
change during the
Progressive era?
3. What were the causes
of WW I and did the war
bring peace?
Kentucky
Core Content
Version 4.1
SS-HS-1.1.1 Students will
compare and contrast
(purposes, sources of power)
various forms of
government in the world
(e.g., monarchy, democracy,
republic, dictatorship) and
evaluate how effective they
have been in establishing
order, providing security
and accomplishing common
goals. DOK 3
Key
Vocabulary/Key
Concepts
Progressive
Activities
and
Assessments
Progressivism/WWI Portfolio
muckraker
Geography Application
direct primary
History Alive Program
initiative
Readings:
“How Tammany Hall Operated”
referendum
“A Muckraker’s Attack on City Corruption”
recall
SS-HS-1.1.2 Students will
explain and give
examples of how
democratic governments
preserve and protect the
rights and liberties of
their constituents
through different sources
(e.g., U.N. Charter,
Declaration of the Rights
of Man, U.N. Declaration
of Human Rights, U.S.
Constitution). DOK 2
SS-HS-1.2.1 Students will
analyze how powers of
government are
distributed and shared
among levels and
branches and evaluate
“Black Americans and Progressive Reforms”
scientific
management
“A Muckraker’s Attack on Big Business”
17th Amendment
“The Growing Interest in Conservation”
suffrage
“The Birth of the Progressive Party”
NAWSA
“A Program for Reform”
19thAmendment
“A Spaniard’s Report on the 1916 Election”
Robert Lafollette
“What the Progressives Achieved”
Hull House
“Declaration of the WCTU”
Jane Adams
“Child Labor in the Coal Mines”
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
how this distribution of
powers protects the
"common good" (e.g.,
Congress legislates on
behalf of the people; the
President represents the
people as a nation; the
Supreme Court acts on
behalf of the people as a
whole when it interprets
the Constitution). DOK 3
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
settlement house
“The Status of Women”
Booker T.
Washington
“The Zimmerman Note”
“Returning Soldiers”
W.E.B. DuBois
“The President’s ‘War Message’”
NAACP
“Women Unite to Support the War”
SS-HS-1.2.2 Students will
interpret the principles of
limited government (e.g.,
rule of law, federalism,
checks and balances,
majority rule, protection
of minority rights,
separation of powers)
and evaluate how these
principles protect
individual rights and
promote the "common
good.” DOK 3
Great Migration
SS-HS-1.3.1 Students will
explain and give
examples how the rights
of one individual (e.g.,
smoking in public places,
free speech) may, at
times, be in conflict (e.g.,
Meat Inspection
Act
“Action at the Front”
Theodore
Roosevelt
Roosevelt
Corollary
“Celebrating the Armistice in France”
“In Defense of the League”
“An Attack on the League”
Square Deal
Progressivism/WWI Open Response
Upton Sinclair
Pure Food and
Drug Act
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
slander, libel) with the
rights of another. DOK 2
SS-HS-1.3.2 Students will
explain how the rights of
an individual (e.g.,
Freedom of information
Act, privacy) may, at
times, be in conflict with
the responsibility of the
government to protect
the "common good" (e.g.,
homeland security
issues, environmental
regulations, censorship,
search and seizure). DOK
2
SS-HS-1.3.3 Students will
evaluate the impact
citizens have on the
functioning of a
democratic government
by assuming
responsibilities (e.g.,
seeking and assuming
leadership positions,
voting) and duties (e.g.,
serving as jurors, paying
taxes, complying with
local, state and federal
laws, serving in the
armed forces). DOK 3
Key
Vocabulary/Key
Concepts
conservation
Woodrow Wilson
mobilization
War Industries
Board
Lusitania
nationalism
militarism
imperialism
alliances
Archduke
Ferdinand
trench warfare
mechanized
warfare
no man’s land
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
SS-HS-2.1.1 Students will
explain how belief
systems, knowledge,
technology and behavior
patterns define cultures
and help to explain
historical perspectives
and events in the modern
world (1500 A.D. to
present) and United
States (Reconstruction to
present). DOK 2
Allies
Central Powers
SS-HS-2.3.1 Students will
explain the reasons why
conflict and competition
(e.g., violence, difference
of opinion, stereotypes,
prejudice, discrimination,
genocide) may develop
as cultures emerge in the
modern world (1500 A.D.
to present) and the
United States
(Reconstruction to
present). DOK 2
conscientious
objector
Selective Service
Act
Zimmerman Note
Bolshevik
Alvin York
U-boat
14 Points
League of Nations
reparations
war guilt clause
SS-HS-3.1.1 Students will
give examples of and
explain how scarcity of
resources necessitates
choices at both the
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
personal and societal
levels in the modern
world (1500 A.D. to
present) and the United
States (Reconstruction to
present) and explain the
impact of those choices.
DOK 2
SS-HS-3.4.3 Students will
explain and give
examples of how
interdependence of
personal, national and
international economic
activities often results in
international issues and
concerns (e.g., natural
resource dependencies,
economic sanctions,
environmental and
humanitarian issues) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-4.1.1 Students will
use a variety of
geographic tools (e.g.,
maps, globes,
photographs, models,
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
satellite images, charts,
graphs, databases) to
explain and analyze the
reasons for the
distribution of physical
and human features on
Earth's surface. DOK 3
SS-HS-4.1.3 Students will
use geographic tools (e.g.,
maps, globes, photographs,
models, satellite images) to
interpret the reasoning
patterns (e.g., available
transportation, location of
resources and markets,
individual preference,
centralization versus
dispersion) on which the
location and distribution of
Earth's human features is
based.
SS-HS-4.2.1 Students will
interpret how places and
regions serve as
meaningful symbols for
individuals and societies
(e.g., Jerusalem, Vietnam
Memorial, Ellis Island, the
Appalachian region).
SS-HS-4.2.2 Students will
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
explain how physical
(e.g., climate, mountains,
rivers) and human
characteristics (e.g.,
interstate highways,
urban centers, workforce)
of regions create
advantages and
disadvantages for human
activities in a specific
place. DOK 2
SS-HS-4.2.3 Students will
explain how people can
develop stereotypes about
places and regions (e.g., all
cities are dangerous and
dirty; rural areas are poor).
SS-HS-4.2.4 Students will
explain how people from
different cultures with
different perspectives view
regions (e.g., Middle East,
Balkans) in different ways,
sometimes resulting in
conflict in the modern world
(1500 A.D. to present) and
United States
(Reconstruction to present).
SS-HS-4.3.1 Students will
describe the movement
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
and settlement patterns
of people in various
places and analyze the
causes of that movement
and settlement (e.g., push
factors such as famines
or military conflicts; pull
factors such as climate or
economic opportunity)
and the impacts in the
modern world (1500 A.D.
to present) and United
States (Reconstruction to
present). DOK 3
SS-HS-4.3.2 Students will
explain how technology
(e.g., computers,
telecommunications) has
facilitated the movement
of goods, services and
populations, increased
economic
interdependence at all
levels, and influenced
development of centers
of economic activity.
DOK 2
SS-HS-4.4.1 Students will
explain how humans
develop strategies (e.g.,
transportation,
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
communication,
technology) to overcome
limits of their physical
environment.
SS-HS-5.1.1 Students will
use a variety of tools
(e.g., primary and
secondary sources, data,
artifacts) to analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group, nationality,
age, economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (1500 A.D. to
present) and United
States History
(Reconstruction to
present). DOK 3
SS-HS-5.1.2 Students will
analyze how history is a
series of connected
events shaped by
multiple cause and effect
relationships, tying past
to present. DOK 3
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-HS-5.2.2 Students will
explain how the rise of
big business, factories,
mechanized farming and
the labor movement
impacted the lives of
Americans. DOK 2
SS-HS-5.2.3 Students will
explain the impact of
massive immigration
(e.g., new social patterns,
conflicts in ideas about
national unity amid
growing cultural
diversity) after the Civil
War. DOK 2
SS-HS-5.2.4 Students will
explain and evaluate the
impact of significant
social, political and
economic changes
during the Progressive
Movement (e.g., industrial
capitalism, urbanization,
political corruption,
initiation of reforms),
World War I (e.g.,
imperialism to
isolationism,
nationalism), and the
Twenties (e.g., economic
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
prosperity, consumerism,
women’s suffrage). DOK
3
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: U. S. History Grade Level Targeted: High School
Essential Questions
toward
Course Objectives
1. Why did significant
social, political, and
economic changes take
place during the 1920’s?
Kentucky
Core Content
Version 4.1
2. How do forms of
expression and
communication (radio,
music, literature,
vocabulary, movies,
etc.) reflect the time?
SS-HS-1.1.2 Students will
explain and give
examples of how
democratic governments
preserve and protect the
rights and liberties of
their constituents
through different sources
(e.g., U.N. Charter,
Declaration of the Rights
of Man, U.N. Declaration
of Human Rights, U.S.
Constitution). DOK 2
3. How did the 1920’s
begin to change the role
of minorities?
SS-HS-1.2.2 Students will
interpret the principles of
limited government (e.g.,
rule of law, federalism,
Unit (s): The Jazz Age
Key
Vocabulary/Key
Concepts
Bible Belt
Activities
and
Assessments
The Jazz Age Portfolio
William Jennings
Bryan
Geography Application
History Alive Program
fundamentalism
Clarence Darrow
Scopes Monkey
Trial
Readings:
“Stock Market Fever”
“The Book, the Bible, and Mr. Bryant”
“Bartolomeo Vanzetti’s Speech to the Jury”
agnostic
“An Interview with Charles A. Lindbergh”
evolution
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
checks and balances,
majority rule, protection
of minority rights,
separation of powers)
and evaluate how these
principles protect
individual rights and
promote the "common
good.” DOK 3
SS-HS-1.3.1 Students will
explain and give
examples how the rights
of one individual (e.g.,
smoking in public places,
free speech) may, at
times, be in conflict (e.g.,
slander, libel) with the
rights of another. DOK 2
SS-HS-1.3.2 Students will
explain how the rights of
an individual (e.g.,
Freedom of information
Act, privacy) may, at
times, be in conflict with
the responsibility of the
government to protect
the "common good" (e.g.,
homeland security
issues, environmental
regulations, censorship,
search and seizure). DOK
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
“When the Negro Was in Vogue”
creationism
“Murder for Fun”
credit
The Jazz Age Open Response
installment plan
flapper
prohibition
speakeasy
bootlegger
Sacco & Vanzetti
communism
red scare
Babe Ruth
Gertrude Ederle
Charles Lindbergh
F. Scott Fitzgerald
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
2
Louis Armstrong
SS-HS-2.1.1 Students will
explain how belief
systems, knowledge,
technology and behavior
patterns define cultures
and help to explain
historical perspectives
and events in the modern
world (1500 A.D. to
present) and United
States (Reconstruction to
present). DOK 2
Duke Ellington
Bessie Smith
Harlem
Renaissance
P. L. Dunbar
Langston Hughes
SS-HS-2.2.1 Students will
explain how various human
needs are met through
interaction in and among
social institutions (e.g.,
family, religion, education,
government, economy) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to present).
SS-HS-2.3.1 Students will
explain the reasons why
conflict and competition
(e.g., violence, difference
of opinion, stereotypes,
prejudice, discrimination,
double standard
Teapot Dome
Scandal
Albert Fall
Warren Harding
Calvin Coolidge
Kellog-Briand Pact
urban sprawl
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
genocide) may develop
as cultures emerge in the
modern world (1500 A.D.
to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-3.1.1 Students will
give examples of and
explain how scarcity of
resources necessitates
choices at both the
personal and societal
levels in the modern
world (1500 A.D. to
present) and the United
States (Reconstruction to
present) and explain the
impact of those choices.
DOK 2
SS-HS-3.2.1 Students will
compare and contrast
economic systems
(traditional, command,
market, mixed) based on
their abilities to achieve
broad social goals such
as freedom, efficiency,
equity, security and
growth in the modern
world. DOK 2
Key
Vocabulary/Key
Concepts
quota system
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-HS-3.3.1 Students will
explain and give
examples of how
numerous factors
influence the supply and
demand of products (e.g.,
supply—technology, cost
of inputs, number of
sellers: demand—income,
utility, price of similar
products, consumers'
preferences). DOK 2
SS-HS-3.4.2 Students will
describe and give
examples of how factors
such as technological
change, investments in
capital goods and human
capital/resources have
increased productivity in
the world. DOK 2
SS-HS-3.4.3 Students will
explain and give
examples of how
interdependence of
personal, national and
international economic
activities often results in
international issues and
concerns (e.g., natural
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
resource dependencies,
economic sanctions,
environmental and
humanitarian issues) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-4.1.1 Students will
use a variety of
geographic tools (e.g.,
maps, globes,
photographs, models,
satellite images, charts,
graphs, databases) to
explain and analyze the
reasons for the
distribution of physical
and human features on
Earth's surface. DOK 3
SS-HS-4.1.3 Students will
use geographic tools (e.g.,
maps, globes, photographs,
models, satellite images) to
interpret the reasoning
patterns (e.g., available
transportation, location of
resources and markets,
individual preference,
centralization versus
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
dispersion) on which the
location and distribution of
Earth's human features is
based.
SS-HS-4.2.2 Students will
explain how physical
(e.g., climate, mountains,
rivers) and human
characteristics (e.g.,
interstate highways,
urban centers, workforce)
of regions create
advantages and
disadvantages for human
activities in a specific
place. DOK 2
SS-HS-4.2.3 Students will
explain how people can
develop stereotypes about
places and regions (e.g., all
cities are dangerous and
dirty; rural areas are poor).
SS-HS-4.3.1 Students will
describe the movement
and settlement patterns
of people in various
places and analyze the
causes of that movement
and settlement (e.g., push
factors such as famines
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
or military conflicts; pull
factors such as climate or
economic opportunity)
and the impacts in the
modern world (1500 A.D.
to present) and United
States (Reconstruction to
present). DOK 3
SS-HS-4.3.2 Students will
explain how technology
(e.g., computers,
telecommunications) has
facilitated the movement
of goods, services and
populations, increased
economic
interdependence at all
levels, and influenced
development of centers
of economic activity.
DOK 2
SS-HS-4.4.1 Students will
explain how humans
develop strategies (e.g.,
transportation,
communication,
technology) to overcome
limits of their physical
environment.
SS-HS-5.1.1 Students will
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
use a variety of tools
(e.g., primary and
secondary sources, data,
artifacts) to analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group, nationality,
age, economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (1500 A.D. to
present) and United
States History
(Reconstruction to
present). DOK 3
SS-HS-5.1.2 Students will
analyze how history is a
series of connected
events shaped by
multiple cause and effect
relationships, tying past
to present. DOK 3
SS-HS-5.2.2 Students will
explain how the rise of
big business, factories,
mechanized farming and
the labor movement
impacted the lives of
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
Americans. DOK 2
SS-HS-5.2.3 Students will
explain the impact of
massive immigration
(e.g., new social patterns,
conflicts in ideas about
national unity amid
growing cultural
diversity) after the Civil
War. DOK 2
SS-HS-5.2.4 Students will
explain and evaluate the
impact of significant
social, political and
economic changes
during the Progressive
Movement (e.g., industrial
capitalism, urbanization,
political corruption,
initiation of reforms),
World War I (e.g.,
imperialism to
isolationism,
nationalism), and the
Twenties (e.g., economic
prosperity, consumerism,
women’s suffrage). DOK
3
Harrison County Schools
Activities
and
Assessments
Curriculum Guide for Social Studies
Course Name: U. S. History Grade Level Targeted: High School
Unit (s): The Great Depression
Essential Questions
toward
Course Objectives
1. What caused the stock
market to crash and why
did this result in the
Great Depression?
2. How did the Great
Depression change the
role of government?
Kentucky
Core Content
Version 4.1
SS-HS-1.1.1 Students will
compare and contrast
(purposes, sources of power)
various forms of
government in the world
(e.g., monarchy, democracy,
republic, dictatorship) and
evaluate how effective they
have been in establishing
order, providing security
and accomplishing common
goals. DOK 3
Key
Vocabulary/Key
Concepts
pump-priming
Activities
and
Assessments
Great Depression Portfolio
recession
Geography Application
depression
History Alive Program
hoarding
Readings:
“Stock Market Fever”
deficit spending
“What caused the Great Depression?”
price support
SS-HS-1.1.2 Students will
explain and give
examples of how
democratic governments
preserve and protect the
rights and liberties of
their constituents
through different sources
(e.g., U.N. Charter,
Declaration of the Rights
of Man, U.N. Declaration
of Human Rights, U.S.
Constitution). DOK 2
“Rugged Individualism”
credit
“On Government and the Economy”
Dow Jones
Industrial Average
“Letter from the Dust Bowl”
Bonus Army
“Father Coughlin’s Anti-New Deal Speech”
checks and
balances
Great Depression Open Response
inflation
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-HS-1.1.3 Students will
evaluate how the U.S.
government’s response to
contemporary issues and
societal problems (e.g.,
education, welfare, health
insurance, childcare, crime)
reflects the needs, wants,
and demands of its citizens
(e.g., individuals, political
action committees, special
interest groups, political
parties).
Key
Vocabulary/Key
Concepts
deflation
speculation
Herbert Hoover
Hoovervilles
bread line
Franklin Roosevelt
SS-HS-1.2.2 Students will
interpret the principles of
limited government (e.g.,
rule of law, federalism,
checks and balances,
majority rule, protection
of minority rights,
separation of powers)
and evaluate how these
principles protect
individual rights and
promote the "common
good.” DOK 3
SS-HS-1.3.2 Students will
explain how the rights of
an individual (e.g.,
Freedom of information
Act, privacy) may, at
brain trust
NRA
AAA
CCC
TVA
Social Security
FDIC
demagogue
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
times, be in conflict with
the responsibility of the
government to protect
the "common good" (e.g.,
homeland security
issues, environmental
regulations, censorship,
search and seizure). DOK
2
SS-HS-1.3.3 Students will
evaluate the impact
citizens have on the
functioning of a
democratic government
by assuming
responsibilities (e.g.,
seeking and assuming
leadership positions,
voting) and duties (e.g.,
serving as jurors, paying
taxes, complying with
local, state and federal
laws, serving in the
armed forces). DOK 3
SS-HS-2.1.1 Students will
explain how belief
systems, knowledge,
technology and behavior
patterns define cultures
and help to explain
historical perspectives
Key
Vocabulary/Key
Concepts
Huey Long
Eleanor Roosevelt
Mary Bethune
direct relief
Dust Bowl
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
and events in the modern
world (1500 A.D. to
present) and United
States (Reconstruction to
present). DOK 2
SS-HS-2.3.1 Students will
explain the reasons why
conflict and competition
(e.g., violence, difference
of opinion, stereotypes,
prejudice, discrimination,
genocide) may develop
as cultures emerge in the
modern world (1500 A.D.
to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-3.1.1 Students will
give examples of and
explain how scarcity of
resources necessitates
choices at both the
personal and societal
levels in the modern
world (1500 A.D. to
present) and the United
States (Reconstruction to
present) and explain the
impact of those choices.
DOK 2
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-HS-3.2.1 Students will
compare and contrast
economic systems
(traditional, command,
market, mixed) based on
their abilities to achieve
broad social goals such
as freedom, efficiency,
equity, security and
growth in the modern
world. DOK 2
SS-HS-3.3.1 Students will
explain and give
examples of how
numerous factors
influence the supply and
demand of products (e.g.,
supply—technology, cost
of inputs, number of
sellers: demand—income,
utility, price of similar
products, consumers'
preferences). DOK 2
SS-HS-3.4.2 Students will
describe and give
examples of how factors
such as technological
change, investments in
capital goods and human
capital/resources have
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
increased productivity in
the world. DOK 2
SS-HS-3.4.3 Students will
explain and give
examples of how
interdependence of
personal, national and
international economic
activities often results in
international issues and
concerns (e.g., natural
resource dependencies,
economic sanctions,
environmental and
humanitarian issues) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-4.1.1 Students will
use a variety of
geographic tools (e.g.,
maps, globes,
photographs, models,
satellite images, charts,
graphs, databases) to
explain and analyze the
reasons for the
distribution of physical
and human features on
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Earth's surface. DOK 3
SS-HS-4.1.3 Students will
use geographic tools (e.g.,
maps, globes, photographs,
models, satellite images) to
interpret the reasoning
patterns (e.g., available
transportation, location of
resources and markets,
individual preference,
centralization versus
dispersion) on which the
location and distribution of
Earth's human features is
based.
SS-HS-4.2.2 Students will
explain how physical
(e.g., climate, mountains,
rivers) and human
characteristics (e.g.,
interstate highways,
urban centers, workforce)
of regions create
advantages and
disadvantages for human
activities in a specific
place. DOK 2
SS-HS-4.2.3 Students will
explain how people can
develop stereotypes about
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
places and regions (e.g., all
cities are dangerous and
dirty; rural areas are poor).
SS-HS-4.2.4 Students will
explain how people from
different cultures with
different perspectives view
regions (e.g., Middle East,
Balkans) in different ways,
sometimes resulting in
conflict in the modern world
(1500 A.D. to present) and
United States
(Reconstruction to present).
SS-HS-4.3.1 Students will
describe the movement
and settlement patterns
of people in various
places and analyze the
causes of that movement
and settlement (e.g., push
factors such as famines
or military conflicts; pull
factors such as climate or
economic opportunity)
and the impacts in the
modern world (1500 A.D.
to present) and United
States (Reconstruction to
present). DOK 3
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-HS-5.1.1 Students will
use a variety of tools
(e.g., primary and
secondary sources, data,
artifacts) to analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group, nationality,
age, economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (1500 A.D. to
present) and United
States History
(Reconstruction to
present). DOK 3
SS-HS-5.1.2 Students will
analyze how history is a
series of connected
events shaped by
multiple cause and effect
relationships, tying past
to present. DOK 3
SS-HS-5.2.2 Students will
explain how the rise of
big business, factories,
mechanized farming and
the labor movement
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
impacted the lives of
Americans. DOK 2
SS-HS-5.2.3 Students will
explain the impact of
massive immigration
(e.g., new social patterns,
conflicts in ideas about
national unity amid
growing cultural
diversity) after the Civil
War. DOK 2
SS-HS-5.2.5 Students will
evaluate how the Great
Depression, New Deal
policies and World War II
transformed America
socially and politically at
home (e.g., stock market
crash, relief, recovery,
reform initiatives,
increased role of
government in business,
influx of women into
workforce, rationing) and
reshaped its role in world
affairs (e.g., emergence
of the U.S. as economic
and political
superpower). DOK 3
Harrison County Schools
Activities
and
Assessments
Curriculum Guide for Social Studies
Course Name: U. S. History Grade Level Targeted: High School
Essential Questions
toward
Course Objectives
1. What were the
background causes of
WW II?
2. Why did the U. S.
enter WW II and what
was the impact of
American involvement?
3. When is a country
justified in restricting
the rights of its citizens?
4. How did the outcome
of WW II influence
America’s emergence as
a super power?
Kentucky
Core Content
Version 4.1
SS-HS-1.1.1 Students will
compare and contrast
(purposes, sources of power)
various forms of
government in the world
(e.g., monarchy, democracy,
republic, dictatorship) and
evaluate how effective they
have been in establishing
order, providing security
and accomplishing common
goals. DOK 3
Unit (s): World War II
Key
Vocabulary/Key
Concepts
Fascism
Activities
and
Assessments
World War II Portfolio
totalitarianism
Geography Application
genocide
History Alive Program
kamikaze
Readings:
“The Menace of Hitler”
concentration camp
“London During the Blitz”
Holocaust
SS-HS-1.1.2 Students will
explain and give
examples of how
democratic governments
preserve and protect the
rights and liberties of
their constituents
through different sources
(e.g., U.N. Charter,
Declaration of the Rights
of Man, U.N. Declaration
of Human Rights, U.S.
Constitution). DOK 2
“America, ‘The Arsenal of Democracy’”
blitzkrieg
“An Editorial on the Danger of Neutrality”
anti-Semitism
“Pearl Harbor”
appeasement
“An Army Nurse in the Philippines”
refugee
“Life in a Relocation Camp”
Adolph Hitler
“Dropping the Atomic Bomb”
Joseph Stalin
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-HS-1.2.2 Students will
interpret the principles of
limited government (e.g.,
rule of law, federalism,
checks and balances,
majority rule, protection
of minority rights,
separation of powers)
and evaluate how these
principles protect
individual rights and
promote the "common
good.” DOK 3
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
War Posters
Benito Mussolini
World War II Open Response
Nazism
Neville
Chamberlain
Winston Churchill
Charles de Gaulle
SS-HS-1.3.1 Students will
explain and give
examples how the rights
of one individual (e.g.,
smoking in public places,
free speech) may, at
times, be in conflict (e.g.,
slander, libel) with the
rights of another. DOK 2
Kristallnacht
SS-HS-1.3.2 Students will
explain how the rights of
an individual (e.g.,
Freedom of information
Act, privacy) may, at
times, be in conflict with
the responsibility of the
government to protect
the "common good" (e.g.,
Dwight D.
Eisenhower
George Patton
Douglas MacArthur
Chester Nimitz
Manhattan Project
Hiroshima
Nagasaki
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
homeland security
issues, environmental
regulations, censorship,
search and seizure). DOK
2
SS-HS-1.3.3 Students will
evaluate the impact
citizens have on the
functioning of a
democratic government
by assuming
responsibilities (e.g.,
seeking and assuming
leadership positions,
voting) and duties (e.g.,
serving as jurors, paying
taxes, complying with
local, state and federal
laws, serving in the
armed forces). DOK 3
SS-HS-2.1.1 Students will
explain how belief
systems, knowledge,
technology and behavior
patterns define cultures
and help to explain
historical perspectives
and events in the modern
world (1500 A.D. to
present) and United
States (Reconstruction to
Key
Vocabulary/Key
Concepts
Axis Powers
Atlantic Charter
D-Day
V-E Day
Battle of the Bulge
Atlantic Charter
Hideki Tojo
Nisei
Yalta Conference
United Nations
Nuremburg Trials
G.I. Bill of Rights
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
present). DOK 2
SS-HS-2.2.1 Students will
explain how various human
needs are met through
interaction in and among
social institutions (e.g.,
family, religion, education,
government, economy) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to present).
SS-HS-2.3.1 Students will
explain the reasons why
conflict and competition
(e.g., violence, difference
of opinion, stereotypes,
prejudice, discrimination,
genocide) may develop
as cultures emerge in the
modern world (1500 A.D.
to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-3.1.1 Students will
give examples of and
explain how scarcity of
resources necessitates
choices at both the
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
personal and societal
levels in the modern
world (1500 A.D. to
present) and the United
States (Reconstruction to
present) and explain the
impact of those choices.
DOK 2
SS-HS-3.2.1 Students will
compare and contrast
economic systems
(traditional, command,
market, mixed) based on
their abilities to achieve
broad social goals such
as freedom, efficiency,
equity, security and
growth in the modern
world. DOK 2
SS-HS-3.4.3 Students will
explain and give
examples of how
interdependence of
personal, national and
international economic
activities often results in
international issues and
concerns (e.g., natural
resource dependencies,
economic sanctions,
environmental and
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
humanitarian issues) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-4.1.1 Students will
use a variety of
geographic tools (e.g.,
maps, globes,
photographs, models,
satellite images, charts,
graphs, databases) to
explain and analyze the
reasons for the
distribution of physical
and human features on
Earth's surface. DOK 3
SS-HS-4.1.3 Students will
use geographic tools (e.g.,
maps, globes, photographs,
models, satellite images) to
interpret the reasoning
patterns (e.g., available
transportation, location of
resources and markets,
individual preference,
centralization versus
dispersion) on which the
location and distribution of
Earth's human features is
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
based.
SS-HS-4.2.1 Students will
interpret how places and
regions serve as
meaningful symbols for
individuals and societies
(e.g., Jerusalem, Vietnam
Memorial, Ellis Island, the
Appalachian region).
SS-HS-4.2.3 Students will
explain how people can
develop stereotypes about
places and regions (e.g., all
cities are dangerous and
dirty; rural areas are poor).
SS-HS-4.2.4 Students will
explain how people from
different cultures with
different perspectives view
regions (e.g., Middle East,
Balkans) in different ways,
sometimes resulting in
conflict in the modern world
(1500 A.D. to present) and
United States
(Reconstruction to present).
SS-HS-4.3.1 Students will
describe the movement
and settlement patterns
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
of people in various
places and analyze the
causes of that movement
and settlement (e.g., push
factors such as famines
or military conflicts; pull
factors such as climate or
economic opportunity)
and the impacts in the
modern world (1500 A.D.
to present) and United
States (Reconstruction to
present). DOK 3
SS-HS-4.3.2 Students will
explain how technology
(e.g., computers,
telecommunications) has
facilitated the movement
of goods, services and
populations, increased
economic
interdependence at all
levels, and influenced
development of centers
of economic activity.
DOK 2
SS-HS-4.4.1 Students will
explain how humans
develop strategies (e.g.,
transportation,
communication,
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
technology) to overcome
limits of their physical
environment.
SS-HS-5.1.1 Students will
use a variety of tools
(e.g., primary and
secondary sources, data,
artifacts) to analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group, nationality,
age, economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (1500 A.D. to
present) and United
States History
(Reconstruction to
present). DOK 3
SS-HS-5.1.2 Students will
analyze how history is a
series of connected
events shaped by
multiple cause and effect
relationships, tying past
to present. DOK 3
SS-HS-5.2.2 Students will
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
explain how the rise of
big business, factories,
mechanized farming and
the labor movement
impacted the lives of
Americans. DOK 2
SS-HS-5.2.3 Students will
explain the impact of
massive immigration
(e.g., new social patterns,
conflicts in ideas about
national unity amid
growing cultural
diversity) after the Civil
War. DOK 2Civil War.
DOK2
SS-HS-5.2.5 Students will
evaluate how the Great
Depression, New Deal
policies and World War II
transformed America
socially and politically at
home (e.g., stock market
crash, relief, recovery,
reform initiatives,
increased role of
government in business,
influx of women into
workforce, rationing) and
reshaped its role in world
affairs (e.g., emergence
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
of the U.S. as economic
and political
superpower). DOK 3
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: U. S. History Grade Level Targeted: High School
Essential Questions
toward
Course Objectives
1. Why is the post WW
II relationship between
the U. S. and the U. S. S.
R. characterized as the
“Cold War?”
2. How did the U. S.
policy of containment
lead to future discord
and conflicts with the
Soviets?
3. Did the U. S. win the
Cold War?
Kentucky
Core Content
Version 4.1
SS-HS-1.1.1 Students will
compare and contrast
(purposes, sources of power)
various forms of
government in the world
(e.g., monarchy, democracy,
republic, dictatorship) and
evaluate how effective they
have been in establishing
order, providing security
and accomplishing common
goals. DOK 3
Unit (s): Cold War
Key
Vocabulary/Key
Concepts
Superpower
Activities
and
Assessments
Cold War Portfolio
containment
Geography Application
McCarthyism
History Alive Program
blacklist
Readings:
“Harry Truman’s Letter to His Daughter”
HUAC
“Organizing the United Nations”
Hollywood Ten
SS-HS-1.1.2 Students will
explain and give
examples of how
democratic governments
“Beginnings of the Cold War”
Alger Hiss
“McCarthy’s Anticommunist Crusade”
Essential Questions
toward
Course Objectives
4. What impact did the
Cold War have on
American society at the
time and what is the
legacy today?
Kentucky
Core Content
Version 4.1
preserve and protect the
rights and liberties of
their constituents
through different sources
(e.g., U.N. Charter,
Declaration of the Rights
of Man, U.N. Declaration
of Human Rights, U.S.
Constitution). DOK 2
SS-HS-1.1.3 Students will
evaluate how the U.S.
government’s response to
contemporary issues and
societal problems (e.g.,
education, welfare, health
insurance, childcare, crime)
reflects the needs, wants,
and demands of its citizens
(e.g., individuals, political
action committees, special
interest groups, political
parties).
SS-HS-1.2.2 Students will
interpret the principles of
limited government (e.g.,
rule of law, federalism,
checks and balances,
majority rule, protection
of minority rights,
separation of powers)
and evaluate how these
Key
Vocabulary/Key
Concepts
Julius and Ethel
Rosenberg
Activities
and
Assessments
“A Report on the Korean Conflict”
Domino Theory
“Douglas MacArthur’s Farewell to Congress”
free world
“Dwight Eisenhower’s Statement on the
U-2 Incident”
communist bloc
“The Missile Crisis in Cuba”
NATO
“The War in Vietnam”
Warsaw Pact
“Letter from a Soldier in Vietnam”
blockade
“Lyndon Johnson on Vietnam and Reelection”
air lift
Cold War Open Response
Truman Doctrine
Marshall Plan
Mao Zedong
Chiank Kai-shek
Korean War
38th Parallel
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
principles protect
individual rights and
promote the "common
good.” DOK 3
SS-HS-1.3.1 Students will
explain and give
examples how the rights
of one individual (e.g.,
smoking in public places,
free speech) may, at
times, be in conflict (e.g.,
slander, libel) with the
rights of another. DOK 2
SS-HS-1.3.2 Students will
explain how the rights of
an individual (e.g.,
Freedom of information
Act, privacy) may, at
times, be in conflict with
the responsibility of the
government to protect
the "common good" (e.g.,
homeland security
issues, environmental
regulations, censorship,
search and seizure). DOK
2
SS-HS-1.3.3 Students will
evaluate the impact
citizens have on the
Key
Vocabulary/Key
Concepts
H-bomb
CIA
Harry Truman
Fair Deal
Nikita Khrushchev
Dwight Eisenhower
John F. Kennedy
Lyndon Johnson
Great Society
Richard Nixon
Vietnam
vietnamization
Ho Chi Minh Trail
Agent Orange
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
functioning of a
democratic government
by assuming
responsibilities (e.g.,
seeking and assuming
leadership positions,
voting) and duties (e.g.,
serving as jurors, paying
taxes, complying with
local, state and federal
laws, serving in the
armed forces). DOK 3
SS-HS-2.1.1 Students will
explain how belief
systems, knowledge,
technology and behavior
patterns define cultures
and help to explain
historical perspectives
and events in the modern
world (1500 A.D. to
present) and United
States (Reconstruction to
present). DOK 2
SS-HS-2.2.1 Students will
explain how various human
needs are met through
interaction in and among
social institutions (e.g.,
family, religion, education,
government, economy) in
Key
Vocabulary/Key
Concepts
napalm
credibility gap
dove
hawk
Tet Offensive
Kent State
Massacre
My Lai Massacre
Pentagon Papers
Gulf of Tonkin
Resolution
War Powers Act
Dr. Jonas Salk
rock ‘n’ roll
beat movement
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to present).
SS-HS-2.3.1 Students will
explain the reasons why
conflict and competition
(e.g., violence, difference
of opinion, stereotypes,
prejudice, discrimination,
genocide) may develop
as cultures emerge in the
modern world (1500 A.D.
to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-3.1.1 Students will
give examples of and
explain how scarcity of
resources necessitates
choices at both the
personal and societal
levels in the modern
world (1500 A.D. to
present) and the United
States (Reconstruction to
present) and explain the
impact of those choices.
DOK 2
Key
Vocabulary/Key
Concepts
beatnik
Bay of Pigs
Cuban Missle
Crisis
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-HS-3.2.1 Students will
compare and contrast
economic systems
(traditional, command,
market, mixed) based on
their abilities to achieve
broad social goals such
as freedom, efficiency,
equity, security and
growth in the modern
world. DOK 2
SS-HS-3.3.1 Students will
explain and give
examples of how
numerous factors
influence the supply and
demand of products (e.g.,
supply—technology, cost
of inputs, number of
sellers: demand—income,
utility, price of similar
products, consumers'
preferences). DOK 2
SS-HS-3.4.2 Students will
describe and give
examples of how factors
such as technological
change, investments in
capital goods and human
capital/resources have
increased productivity in
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
the world. DOK 2
SS-HS-3.4.3 Students will
explain and give
examples of how
interdependence of
personal, national and
international economic
activities often results in
international issues and
concerns (e.g., natural
resource dependencies,
economic sanctions,
environmental and
humanitarian issues) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-4.1.1 Students will
use a variety of
geographic tools (e.g.,
maps, globes,
photographs, models,
satellite images, charts,
graphs, databases) to
explain and analyze the
reasons for the
distribution of physical
and human features on
Earth's surface. DOK 3
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-HS-4.1.3 Students will
use geographic tools (e.g.,
maps, globes, photographs,
models, satellite images) to
interpret the reasoning
patterns (e.g., available
transportation, location of
resources and markets,
individual preference,
centralization versus
dispersion) on which the
location and distribution of
Earth's human features is
based.
SS-HS-4.2.1 Students will
interpret how places and
regions serve as
meaningful symbols for
individuals and societies
(e.g., Jerusalem, Vietnam
Memorial, Ellis Island, the
Appalachian region).
SS-HS-4.2.2 Students will
explain how physical
(e.g., climate, mountains,
rivers) and human
characteristics (e.g.,
interstate highways,
urban centers, workforce)
of regions create
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
advantages and
disadvantages for human
activities in a specific
place. DOK 2
SS-HS-4.2.3 Students will
explain how people can
develop stereotypes about
places and regions (e.g., all
cities are dangerous and
dirty; rural areas are poor).
SS-HS-4.2.4 Students will
explain how people from
different cultures with
different perspectives view
regions (e.g., Middle East,
Balkans) in different ways,
sometimes resulting in
conflict in the modern world
(1500 A.D. to present) and
United States
(Reconstruction to present).
SS-HS-4.3.1 Students will
describe the movement
and settlement patterns
of people in various
places and analyze the
causes of that movement
and settlement (e.g., push
factors such as famines
or military conflicts; pull
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
factors such as climate or
economic opportunity)
and the impacts in the
modern world (1500 A.D.
to present) and United
States (Reconstruction to
present). DOK 3
SS-HS-4.3.2 Students will
explain how technology
(e.g., computers,
telecommunications) has
facilitated the movement
of goods, services and
populations, increased
economic
interdependence at all
levels, and influenced
development of centers
of economic activity.
DOK 2
SS-HS-4.4.1 Students will
explain how humans
develop strategies (e.g.,
transportation,
communication,
technology) to overcome
limits of their physical
environment.
SS-HS-5.1.1 Students will
use a variety of tools
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
(e.g., primary and
secondary sources, data,
artifacts) to analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group, nationality,
age, economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
world (1500 A.D. to
present) and United
States History
(Reconstruction to
present). DOK 3
SS-HS-5.1.2 Students will
analyze how history is a
series of connected
events shaped by
multiple cause and effect
relationships, tying past
to present. DOK 3
SS-HS-5.2.2 Students will
explain how the rise of
big business, factories,
mechanized farming and
the labor movement
impacted the lives of
Americans. DOK 2
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-HS-5.2.3 Students will
explain the impact of
massive immigration
(e.g., new social patterns,
conflicts in ideas about
national unity amid
growing cultural
diversity) after the Civil
War. DOK 2
SS-HS-5.2.5 Students will
evaluate how the Great
Depression, New Deal
policies and World War II
transformed America
socially and politically at
home (e.g., stock market
crash, relief, recovery,
reform initiatives,
increased role of
government in business,
influx of women into
workforce, rationing) and
reshaped its role in world
affairs (e.g., emergence
of the U.S. as economic
and political
superpower). DOK 3
SS-HS-5.2.6 Students will
explain and give
examples of how after
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
WWII, America
experienced economic
growth (e.g., suburban
growth), struggles for
racial and gender equality
(e.g., Civil Rights
Movement), the extension
of civil liberties (e.g.,
desegregation, Civil
Rights Acts), and conflict
over political issues (e.g.,
McCarthyism, U.S.
involvement in Vietnam).
DOK 3
SS-HS-5.2.7 Students will
analyze how the United
States participates with
the global community to
maintain and restore
world peace (e.g., League
of Nations, United
Nations, Cold War
politics, Persian Gulf
War), and evaluate the
impact of these efforts.
DOK 3
Harrison County Schools
Curriculum Guide for Social Studies
Course Name: U. S. History Grade Level Targeted: High School
Unit (s): Contemporary America
Essential Questions
toward
Course Objectives
1. What causes change?
2. How have internal
and external struggles in
America’s past shaped
who we are today?
3. Do all Americans
have access to the
American Dream?
Kentucky
Core Content
Version 4.1
SS-HS-1.1.1 Students will
compare and contrast
(purposes, sources of power)
various forms of
government in the world
(e.g., monarchy, democracy,
republic, dictatorship) and
evaluate how effective they
have been in establishing
order, providing security
and accomplishing common
goals. DOK 3
Key
Vocabulary/Key
Concepts
Nuclear
proliferation
Activities
and
Assessments
Contemporary America Portfolio
Geography Application
sputnik
History Alive Program
National Highway
Defense Act
Readings:
“John F. Kennedy’s Inaugural Address”
flexible response
“Desegregation: On the Front Lines”
sit-in
4. How have America’s
struggles with changes
demonstrated a need for
conflict resolution?
SS-HS-1.1.2 Students will
explain and give
examples of how
democratic governments
preserve and protect the
rights and liberties of
their constituents
through different sources
(e.g., U.N. Charter,
Declaration of the Rights
of Man, U.N. Declaration
of Human Rights, U.S.
Constitution). DOK 2
SS-HS-1.1.3 Students will
evaluate how the U.S.
government’s response to
contemporary issues and
“Crisis in Little Rock”
prejudice
“I have a Dream”
racism
“Equal Rights for All”
executive privilege
“Women’s Dissatisfaction”
glasnost
“The Gains of Feminism”
Limited Test Ban
Treaty
“The Moon Landing”
affirmative action
“The Meaning of Watergate”
James Meredith
“The Energy Crisis”
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
societal problems (e.g.,
education, welfare, health
insurance, childcare, crime)
reflects the needs, wants,
and demands of its citizens
(e.g., individuals, political
action committees, special
interest groups, political
parties).
SS-HS-1.2.2 Students will
interpret the principles of
limited government (e.g.,
rule of law, federalism,
checks and balances,
majority rule, protection
of minority rights,
separation of powers)
and evaluate how these
principles protect
individual rights and
promote the "common
good.” DOK 3
SS-HS-1.3.1 Students will
explain and give
examples how the rights
of one individual (e.g.,
smoking in public places,
free speech) may, at
times, be in conflict (e.g.,
slander, libel) with the
rights of another. DOK 2
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Martin Luther King
“A New Direction”
Rosa Parks
“Concern for the Environment”
Malcolm X
“The First Day of Desert Storm”
The Nation of
Islam
Contemporary America Open Response
Black Power
Stockley
Carmichael
Black Panthers
Brown vs. Board of
Education
SNCC
SCLC
freedom rider
Civil Rights Act of
1964
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-HS-1.3.2 Students will
explain how the rights of
an individual (e.g.,
Freedom of information
Act, privacy) may, at
times, be in conflict with
the responsibility of the
government to protect
the "common good" (e.g.,
homeland security
issues, environmental
regulations, censorship,
search and seizure). DOK
2
SS-HS-1.3.3 Students will
evaluate the impact
citizens have on the
functioning of a
democratic government
by assuming
responsibilities (e.g.,
seeking and assuming
leadership positions,
voting) and duties (e.g.,
serving as jurors, paying
taxes, complying with
local, state and federal
laws, serving in the
armed forces). DOK 3
SS-HS-2.1.1 Students will
Key
Vocabulary/Key
Concepts
Peace Corp
Warren
Commission
Watergate
Saturday Night
Massacre
Miranda Rights
counter culture
Woodstock
OPEC
“Reaganomics”
Sandra Day
O’Connor
Operation Desert
Storm
Iran-Contra
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
explain how belief
systems, knowledge,
technology and behavior
patterns define cultures
and help to explain
historical perspectives
and events in the modern
world (1500 A.D. to
present) and United
States (Reconstruction to
present). DOK 2
Key
Vocabulary/Key
Concepts
Oliver North
NAFTA
Jimmy Carter
Ronald Reagan
George Bush
SS-HS-2.2.1 Students will
explain how various human
needs are met through
interaction in and among
social institutions (e.g.,
family, religion, education,
government, economy) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to present).
SS-HS-2.3.1 Students will
explain the reasons why
conflict and competition
(e.g., violence, difference
of opinion, stereotypes,
prejudice, discrimination,
genocide) may develop
as cultures emerge in the
modern world (1500 A.D.
Bill Clinton
George W. Bush
terrorism
weapons of mass
destruction
Iran
Iraq
Sept. 11, 2001
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-3.1.1 Students will
give examples of and
explain how scarcity of
resources necessitates
choices at both the
personal and societal
levels in the modern
world (1500 A.D. to
present) and the United
States (Reconstruction to
present) and explain the
impact of those choices.
DOK 2
SS-HS-3.2.1 Students will
compare and contrast
economic systems
(traditional, command,
market, mixed) based on
their abilities to achieve
broad social goals such
as freedom, efficiency,
equity, security and
growth in the modern
world. DOK 2
SS-HS-3.2.3 Students will
explain how, in a free
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
enterprise system,
individuals attempt to
maximize their profits
based on their role in the
economy (e.g., producers
try to maximize
resources, entrepreneurs
try to maximize profits,
workers try to maximize
income, savers and
investors try to maximize
return). DOK 2
SS-HS-3.4.2 Students will
describe and give
examples of how factors
such as technological
change, investments in
capital goods and human
capital/resources have
increased productivity in
the world. DOK 2
SS-HS-3.4.3 Students will
explain and give
examples of how
interdependence of
personal, national and
international economic
activities often results in
international issues and
concerns (e.g., natural
resource dependencies,
Key
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Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
economic sanctions,
environmental and
humanitarian issues) in
the modern world (1500
A.D. to present) and the
United States
(Reconstruction to
present). DOK 2
SS-HS-4.1.1 Students will
use a variety of
geographic tools (e.g.,
maps, globes,
photographs, models,
satellite images, charts,
graphs, databases) to
explain and analyze the
reasons for the
distribution of physical
and human features on
Earth's surface. DOK 3
SS-HS-4.1.3 Students will
use geographic tools (e.g.,
maps, globes, photographs,
models, satellite images) to
interpret the reasoning
patterns (e.g., available
transportation, location of
resources and markets,
individual preference,
centralization versus
dispersion) on which the
Key
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and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
location and distribution of
Earth's human features is
based.
SS-HS-4.2.1 Students will
interpret how places and
regions serve as
meaningful symbols for
individuals and societies
(e.g., Jerusalem, Vietnam
Memorial, Ellis Island, the
Appalachian region).
SS-HS-4.2.2 Students will
explain how physical
(e.g., climate, mountains,
rivers) and human
characteristics (e.g.,
interstate highways,
urban centers, workforce)
of regions create
advantages and
disadvantages for human
activities in a specific
place. DOK 2
SS-HS-4.2.3 Students will
explain how people can
develop stereotypes about
places and regions (e.g., all
cities are dangerous and
dirty; rural areas are poor).
Key
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and
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Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
SS-HS-4.2.4 Students will
explain how people from
different cultures with
different perspectives view
regions (e.g., Middle East,
Balkans) in different ways,
sometimes resulting in
conflict in the modern world
(1500 A.D. to present) and
United States
(Reconstruction to present).
SS-HS-4.3.1 Students will
describe the movement
and settlement patterns
of people in various
places and analyze the
causes of that movement
and settlement (e.g., push
factors such as famines
or military conflicts; pull
factors such as climate or
economic opportunity)
and the impacts in the
modern world (1500 A.D.
to present) and United
States (Reconstruction to
present). DOK 3
SS-HS-4.3.2 Students will
explain how technology
(e.g., computers,
telecommunications) has
Key
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and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
facilitated the movement
of goods, services and
populations, increased
economic
interdependence at all
levels, and influenced
development of centers
of economic activity.
DOK 2
SS-HS-4.4.1 Students will
explain how humans
develop strategies (e.g.,
transportation,
communication,
technology) to overcome
limits of their physical
environment.
SS-HS-5.1.1 Students will
use a variety of tools
(e.g., primary and
secondary sources, data,
artifacts) to analyze
perceptions and
perspectives (e.g.,
gender, race, region,
ethnic group, nationality,
age, economic status,
religion, politics,
geographic factors) of
people and historical
events in the modern
Key
Vocabulary/Key
Concepts
Activities
and
Assessments
Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
world (1500 A.D. to
present) and United
States History
(Reconstruction to
present). DOK 3
SS-HS-5.1.2 Students will
analyze how history is a
series of connected
events shaped by
multiple cause and effect
relationships, tying past
to present. DOK 3
SS-HS-5.2.2 Students will
explain how the rise of
big business, factories,
mechanized farming and
the labor movement
impacted the lives of
Americans. DOK 2
SS-HS-5.2.3 Students will
explain the impact of
massive immigration
(e.g., new social patterns,
conflicts in ideas about
national unity amid
growing cultural
diversity) after the Civil
War. DOK 2
SS-HS-5.2.5 Students will
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and
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Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
evaluate how the Great
Depression, New Deal
policies and World War II
transformed America
socially and politically at
home (e.g., stock market
crash, relief, recovery,
reform initiatives,
increased role of
government in business,
influx of women into
workforce, rationing) and
reshaped its role in world
affairs (e.g., emergence
of the U.S. as economic
and political
superpower). DOK 3
SS-HS-5.2.6 Students will
explain and give
examples of how after
WWII, America
experienced economic
growth (e.g., suburban
growth), struggles for
racial and gender equality
(e.g., Civil Rights
Movement), the extension
of civil liberties (e.g.,
desegregation, Civil
Rights Acts), and conflict
over political issues (e.g.,
McCarthyism, U.S.
Key
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and
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Essential Questions
toward
Course Objectives
Kentucky
Core Content
Version 4.1
involvement in Vietnam).
DOK 3
SS-HS-5.2.7 Students will
analyze how the United
States participates with
the global community to
maintain and restore
world peace (e.g., League
of Nations, United
Nations, Cold War
politics, Persian Gulf
War), and evaluate the
impact of these efforts.
DOK 3
Key
Vocabulary/Key
Concepts
Activities
and
Assessments