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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 Vocabulary/Key Concepts Activities and Assessments 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 Vocabulary/Key Concepts Activities 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 Vocabulary/Key Concepts Activities and Assessments 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 Vocabulary/Key Concepts Activities 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 Key Vocabulary/Key Concepts Activities and Assessments 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 Vocabulary/Key Concepts Activities and Assessments 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