US II Curriculum                                                                                                 Page  of

Units:

Unit #1. Cold War

Unit #2. Post War Boom

Unit #3. New Frontier and Great Society

Unit #4. Civil Rights Movement

Unit #5. Vietnam War

Unit #6. Era of Social Change

Unit #7. Age of Limits

Unit #8. Conservative Tide

Unit #9. Domestic US Today

Unit #10. U.S. Today Foreign Affairs



Unit Title

Unit #1. Cold War

Timeframe 

5 Week Unit

Unit Summary

Cold War tensions between the United States and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years.

Learning Targets

Essential Questions

  • Why was the Red Scare able to spread so rapidly in the US?
  • Did Joseph McCarthy create the Red Scare, or did the Red Scare create Joseph McCarthy?
  • Why did the United States feel the need to get involved in the governments of foreign countries?

Enduring Understandings

Students will understand:

  • The effectiveness of the Marshall Plan and regional alliances in rebuilding of European nations in post World War II period.
  • Efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.
  • The development of nuclear weapons by industrialized countries and developing countries affected international relations.
  • The ideological differences and other factors that contributed to the Cold War and to the United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War
  • The constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts

Know

By the end of this unit, students will know

  • The effectiveness of the Marshall Plan and regional alliances in rebuilding of European nations in post World War II period.

  • The ideological differences and other factors that contributed to the Cold War and to the United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War

  • The constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts

Do

By the end of this unit, students will be able to

  • Evaluate and analyze the actions of world powers following WWII
  • Express and explain the key differences between the US and Soviet Union and how it led to decades of conflict
  • Determine  and analyze how the fear of communism spread in the US

Evidence of Learning

Formative

Brief examples of ideas that teachers could use for formative assessments. Provide specific examples to the unit rather than listing general techniques

  • Examine and analyze Propaganda from Red Scare time period
  • Image analysis of early Cold War
  • Who was responsible for the Cold War? Reading Like Historian

Summative/ Benchmark

  • Joseph McCarthy DBQ
  • Test

Alternative Assessments

Students will dissect Red Scare Court cases by examining the transcripts from Alger Hiss, Hollywood 10, etc.

Learning Activities

  • Day 1 – WWII in Photographs (Review info learned last year in groups analyzing WWII photos)
  • Day 2- Pretest / SGO
  • Day 3-What do you already know about the Cold War Activity (In groups, Flip Chart Paper, Presentations of points, Discussion)
  • Day 4- Breakdown of Communication Activity : http://edsitement.neh.gov/lesson-plan/sources-discord-1945-1946#sect-activities 
  • Day 5- Reading Like a Historian Day : Who was Responsible for the Cold War? Iron Curtain Speech / Truman Doctrine & Soviet Ambassador Telegram / Henry Wallace Letter
  • Day 6- Watch video on Korean War and answer corresponding questions
  • Day 7- Reading Like a Historian Korean War Activity (MacArthur v Truman)
  • Day 8- Korean War Map Activity / Kahoot Review of Unit  
  • Day 9- Red Scare Propaganda / Political Cartoons Image Analysis and discussion
  • Day 10 - Simulation - Students receive identities, some are spies. They will try to find out who in the class is a spy. The only information they have to go off of is the information the student was given about him/herself. The goal is for students to be in a large group with as many non-spies as possible. The largest group of non-spies wins. If a spy is in a group, he or she also wins.
  • Day 11-(HUAC / Hollywood 10 Activity) http://edsitement.neh.gov/lesson-plan/house-un-american-activities-committee#sect-activities 
  • Day 12- (Alger Hiss Activity) http://edsitement.neh.gov/lesson-plan/house-un-american-activities-committee#sect-activities 
  • Day 13- DBQ McCarthyism
  • Day 14- DBQ McCarthyism
  • Day 15- DBQ McCarthyism 
  • Day 16- DBQ McCarthyism
  • Day 17- DBQ McCarthyism
  • Day 18- Brinkmanship - Explanation of escalation of Cold War. Students will complete brief webquest about the arms race and then use a nuclear simulator to see the power of a nuclear bomb. Students will then watch a video about nuclear bomb testing.
  •  Day 19- Reading Like a Historian Guatemala Activity
  • Day 20- Review 
  • Day 21- Test

Materials / Equipment / Resources

Core Instructional

Materials and Texts

RLH/TCI Assignments, Videos, Writing Assignments, Images for Image Analysis, Documents and Articles

Equipment

Chromebooks, Projector

Supplemental Resources

Crayons / Paper

Standards

Content Statement

Indicator

Cold War tensions between the United States and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years

6.1.12.B.12.a

Evaluate the effectiveness of the Marshall Plan and regional alliances in rebuilding of European nations in post World War II period.

6.1.12.D.12.b

Analyze the efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.

6.1.12.D.12.c

Evaluate how the development of nuclear weapons by industrialized countries and developing countries affected international relations.

6.1.12.A.12.a

Analyze the ideological differences and other factors that contributed to the Cold War and to the United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam war.

6.1.12.A.12.b

Examine the constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War,, and other conflicts.

6.1.12.C.12.d

Assess the impact of agricultural innovation on the world economy.

6.1.12.D.12.a

Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


GATEWAY GROUP CURRICULUM PLAN

U.S. II Post War Boom Unit

Updated: 7/19/2017

Collaborators: Dan McGowan


Unit Title

Unit #2. Post War Boom

Timeframe 

3 Week Unit

Unit Summary

The US changed regionally, economically, and culturally following the conclusion of WWII.

Learning Targets

Essential Questions

  • Why did American people feel the need to leave cities for the suburbs?

  • What influence did this have on American culture?

  • Were Levittowns racist?

  • How is American pop culture today influenced by pop culture in the 1950s?

Enduring Understandings

Students will understand:

  • The factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities.
  • The effectiveness of economic policies that sought to combat post-World War II inflation.
  • American economic expansion after World War II and increased consumer demand.
  • The extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.
  • The changing role of women in the labor force and changes in family structure

Know

By the end of this unit, students will know

  • The factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities.
  • The extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.
  • The effectiveness of economic policies that sought to combat post-World War II inflation.

Do

By the end of this unit, students will be able to

  • Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities.
  • Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.
  • Relate American economic expansion after World War II to increased consumer demand.

Evidence of Learning

Formative

  • Analyze GI Bill Pamphlet
  • Reading like a Historian Happy Housewife assignment

Summative/ Benchmark

  • Levittown DBQ
  • Benchmark Exam

Alternative Assessments

  • Simulation: Supply and demand with monopoly money and candy.
  • Music from 1950s

Learning Activities

  • Day 1- Students will read primary documents regarding information given to returning soldiers about the GI Bill. They will answer corresponding questions.
  • Days 2 & 3- Simulation: Supply and demand with monopoly money and candy. This will help them understand supply and demand. We will then discuss the economic changes following WWII.
  • Day 4- What is the American Dream Today? Discussion. We will then compare the American dream today to the American Dream in the 1950s. (What has changed? Who is able to chase the dream today vs. then?)
  • Day 5- Picture analysis on suburbanization and changes in the US.
  • Day 6- Reading Like a Historian (Women in the 1950s, is the image of the Happy Housewife Accurate?)
  • Day 7- Levittown DBQ
  • Day 8-Levittown DBQ
  • Day 9- Levittown DBQ 
  • Day 10 – Levittown DBQ
  • Day 11- Music / Culture - Students will listen to music from the 1950s, watch a video about the changing culture, and answer corresponding questions.
  • Day 12: Create Political Cartoon / Visual Metaphor
  • Days 13 & 14: Study Guide/review of concepts
  • Day 15:  Benchmark

Materials / Equipment / Resources

Core Instructional

Materials and Texts

RLH/TCI Assignments, Videos, Writing Assignments, Images for Image Analysis, Documents and Articles

Equipment

Chromebooks

Supplemental Resources

Crayons/Paper for Political Cartoons

Standards

Content Statement

Indicator

The Civil Rights movement marked a period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously discriminated against.

6.1.12.B.13.a

Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities.

6.1.12.C.13.b

Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.

6.1.12.C.13.d
Relate American economic expansion after World War II to increased consumer demand.

6.1.12.D.13.d

Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.

6.1.12.D.13.f

Relate the changing role of women in the labor force to changes in family structure

6.1.12.D.13.d

Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.

The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups.

6.1.12.C.14.c

Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the work force), and government and consumer debt and their impact on society.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


GATEWAY GROUP CURRICULUM PLAN

U.S. II New Frontier and Great Society Unit

Updated: 7/19/2017

Collaborators: Dan McGowan


Unit Title

Unit #3. New Frontier and Great Society

Timeframe 

4 Week Unit

Unit Summary

There were many struggling groups in the US in the 1960s. New government legislations were pushed and passed in this time period in order to help the struggling people of America

Learning Targets

Essential Questions 

  • How much government intervention is necessary in order to help poor citizens?

Enduring Understandings

Students will understand:

  • How the Peace Corps was created and how its role has evolved over time
  • The Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies
  • The merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups
  • The effectiveness of social legislation that was enacted to end poverty in the 1960s and today by assessing the economic impact on the economy (e.g.; inflation, recession, taxation, deficit spending, employment, education).
  • The implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.
  • The ideological differences and other factors that contributed to the Cold War and to the United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War.

Know

By the end of this unit, students will know

  • How the Peace Corps was created and how its role has evolved over time
  • The merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups
  • The implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.

Do

By the end of this unit, students will be able to

  • Explain why the Peace Corps created and how its role has evolved over time
  • Evaluate the effectiveness of social legislation that was enacted to end poverty in the 1960s and today by assessing the economic impact on the economy (e.g.; inflation, recession, taxation, deficit spending, employment, education).
  • Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

Evidence of Learning

Formative

  • Review
  • Bay of Pigs Invasion Activity
  • Reading Like a Historian Cuban Missile Crisis
  • Webquest Space Race Technology

Summative/ Benchmark

  • Unit Test

Alternative Assessments

  • Analyzing Warren Court Cases
  • Solve the Cuban Missile Crisis
  • Theories of JFK Assassination

Learning Activities

  •  Day 1- What do you already know about the 1960s? Discussion. Video overview of New Frontier / Great Society topics that will be covered in the unit.
  • Day 2- Bay of Pigs Invasion - http://nationalgeographic.org/activity/kennedy-castros-eyes-impact-bay-pigs-invasion-fidel-castro/ Students will read and complete the Bay of Pigs Invasion Activity
  • Day 3- Reading Like a Historian - Students will complete the Reading Like a Historian Activity about the Cuban Missile Crisis
  • Day 4- Explore Options for Solution to Cuban Missile Crisis online http://teachingamericanhistory.org/static/neh/interactives/cubanmissilecrisis/ 
  • Day 5- Peace Corps - Students will read a speech made by Kennedy regarding the Peace Corps. We will then go online together and look at the changes and progress made by the Peace Corps over time.
  • Day 6- Students will complete a webquest about the Space Race
  • Day 7-NASA - Students will go online and read an article about how NASA has influenced inventions of today. They will answer corresponding questions
  • Day 8 - Quiz on the New Frontier Unit thus far
  • Day 9- JFK Theories Activity (Groups investigate death of JFK through different theories)
  • Day 10- JFK Theories Presentations (Each group presents theory they were assigned)
  • Day 11- Students will watch a video about the Great Society Programs and complete corresponding questions.
  • Day 12- Great Society Programs Reading Like a Historian
  • Day 13- View scenes from 12 Angry Men accompanied by corresponding discussion points: http://edsitement.neh.gov/lesson-plan/twelve-angry-men-trial-jury-right-and-political-institution#sect-activities
  • Day 14- View scenes from 12 Angry Men accompanied by corresponding discussion points: http://edsitement.neh.gov/lesson-plan/twelve-angry-men-trial-jury-right-and-political-institution#sect-activities
  • Day15- View scenes from 12 Angry Men accompanied by corresponding discussion points: http://edsitement.neh.gov/lesson-plan/twelve-angry-men-trial-jury-right-and-political-institution#sect-activities
  • Day 16- Students will complete a webquest on the Warren Court and its rulings
  • Day 17- Students will look at cases that have been directly influenced by decisions made by the Warren Court. They will answer questions and we will have class discussion.
  • Day 18- Review
  • Day 19- Test

Materials / Equipment / Resources

Core Instructional

Materials and Texts

RLH/TCI Assignments, Videos, Writing Assignments, Images for Image Analysis, Documents and Articles

Equipment

Chromebooks

Supplemental Resources

Crayons/Paper for Political Cartoons

Standards

Content Statement

Indicator

The Civil Rights movement marked a period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously discriminated against.

6.1.12.D.13.e

Explain why the Peace Corps created and how its role has evolved over time

Differing views on government’s role in social and economic issues led to greater partisanship in government decision making.

6.1.12.A.14.b

Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.

6.1.12.A.14.c

Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups.

The Civil Rights movement marked a period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously discriminated against.

6.1.12.C.13.c

Evaluate the effectiveness of social legislation that was enacted to end poverty in the 1960s and today by assessing the economic impact on the economy (e.g.; inflation, recession, taxation, deficit spending, employment, education).

Cold War tensions between the United States and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years.

6.1.12.C.12.a

Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.

6.1.12.A.12.a

Analyze the ideological differences and other factors that contributed to the Cold War and to the United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT

GATEWAY GROUP CURRICULUM PLAN

U.S. II Civil Rights Movement Unit

Updated: 7/19/2017

Collaborators: Dan McGowan


Unit Title

Unit #4. Civil Rights Movement

Timeframe 

2 Week Unit

Unit Summary

The Civil Rights Movement faced great adversities in the United States, but led to new legislations due to strong leadership and effective methods of protest.

Learning Targets

Essential Questions

  • Did the Civil Rights Movement of the 1950s expand democracy for all Americans?

  • How were MLK and Malcolm X similar? How were they different?

  • Were the protesting methods exercised by African Americans in the Civil Rights Movement effective?

Enduring Understandings

Students will understand:

  • The effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law Against Discrimination (i.e., P.L. 1946, c. 169) in eliminating segregation and discrimination.
  • The effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.
  • The effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.
  • The impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans.
  • The leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement.

Know

By the end of this unit, students will know

  • The effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law Against Discrimination (i.e., P.L. 1946, c. 169) in eliminating segregation and discrimination.
  • The effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.
  • The effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.
  • The impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans.
  • How the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement.

Do

By the end of this unit, students will be able to

  • Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law Against Discrimination (i.e., P.L. 1946, c. 169) in eliminating segregation and discrimination.
  • Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.
  • Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans.
  • Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights.
  • Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies.

Evidence of Learning

Formative

  • Notes on Peer Presentations
  • Project Progress

Summative/ Benchmark

  • Civil Rights Project
  • Project Quiz Based on Notes

Alternative Assessments

  • Peer Assessment for Project

Learning Activities

  • Day 1- Introduce Project, Explain topics, Assign Groups
  • Day 2- First day in Library to work on project
  • Day 3- Second day in Library to work on project
  • Day 4- Last Day in library to work on project
  • Day 5- One day in class on Chromebooks to finalize project
  • Day 6- Presentations
  • Day 7- Presentations 
  • Day 8- Presentations
  • Day 9- Presentations
  • Day 10- Quiz on Presentations (allowed to use notes taken on presentations)
  • Day 11- Show Movie Selma with Questions 
  • Day 12 - Show Movie Selma with Questions
  • Day 13- Show Movie Selma with Questions
  • Day 14 - Show Movie Selma

Materials / Equipment / Resources

Core Instructional

Materials and Texts

RLH/TCI Assignments, Videos, Writing Assignments, Images for Image Analysis, Documents and Articles

Equipment

Chromebooks

Supplemental Resources

Crayons/Paper for Political Cartoons

Standards

Content Statement

Indicator

Civil Rights and Social Change:  The Civil Rights movement marked a period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously discriminated against.

6.1.12.A.13.a

Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law Against Discrimination (i.e., P.L. 1946, c. 169) in eliminating segregation and discrimination.

6.1.12.A.13.b

Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.

6.1.12.B.13.b

Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.

6.1.12.D.13.a

Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans.

6.1.12.D.13.b

Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies.

6.1.12.C.13.a

Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


GATEWAY GROUP CURRICULUM PLAN

U.S. II Vietnam War Unit

Updated: 7/25/2017

Collaborators: Dan McGowan


Unit Title

Unit #5. Vietnam War

Timeframe 

4 Week Unit

Unit Summary

The Vietnam War reflected not only the American policy of containment, but influenced the culture and political resistance of the American people.

Learning Targets

Essential Questions

  • Was it necessary for the US to get involved in the Vietnam War?

  • Why did many Americans disagree with the Vietnam War?

  • If you were drafted into the Vietnam War, would you go?

Enduring Understandings

Students will understand:

  • The ideological differences and other factors that contributed to the Cold War and to the United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War,
  • Constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts.
  • American public support of the government and military during the Vietnam War.
  • The role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War.

Know

 

By the end of this unit, students will know

  • The role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War
  • The ideological differences and other factors that contributed to the Cold War and to the United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War,

Do

By the end of this unit, students will be able to

  • Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts.
  • Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts.
  • Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War.
  • Analyze the ideological differences and other factors that contributed to the Cold War and to the United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War,

Evidence of Learning

Formative

  • TCI Primary Source Activity for Vietnam War
  • Reading like a Historian Gulf of Tonkin
  • Reading Like a Historian Anti-War Movement

Summative/ Benchmark

  • DBQ
  • Benchmark

Alternative Assessments

  • Ho Chi Minh Map Activity
  • Things They Carried Reading Activity

Learning Activities

  • Day 1: Discovery Ed. video­https://app.discoveryeducation.com/learn/videos/C8450973­3E0C­4717­9E0A­9F73352B3BAE?hasLocalHost=false
  • Days 2 & 3 TCI Primary Source Activity
  • Day 4: Ho Chi Min Map Activity  TED Activity on Chromebook http://ed.ted.com/lessons/the-
  • infamous­and­ingenious­ho­chi­minh­trail­cameron­paterson#watch
  • Day 5: Reading Like a Historian Gulf of Tonkin Activity
  • https://sheg.stanford.edu/gulf­tonkin­resolution
  • Day 6:  Things They Carried from Discovery Ed.
  • Day 7:  My Lai Massacre
  • http://chssp.ucdavis.edu/programs/historyblueprint/CWA4Vietnam.pdf 
  • Day 8:  Reading Like a Historian Anti War Movement Activity
  • Day 9­14:  Would you have been a Draft Dodger DBQ?
  • Day 15 – Political Cartoon/ Visual Metaphor
  • Day 16 – Formative Assessment
  • Day 17 – Study Guide
  • Day 18 – Review for Benchmark
  • Day 19 – Benchmark

Materials / Equipment / Resources

Core Instructional

Materials and Texts

RLH/TCI Assignments, Videos, Writing Assignments, Images for Image Analysis, Documents and Articles

Equipment

Chromebooks

Supplemental Resources

Crayons/Paper for Political Cartoons

Standards

Content Statement

Indicator

Cold War tensions between the United States and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years.

6.1.12.A.12.a

Analyze the ideological differences and other factors that contributed to the Cold War and to the United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War,

6.1.12.A.12.b

Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts.

6.1.12.D.12.d

Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts.

6.1.12.D.12.e

Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


GATEWAY GROUP CURRICULUM PLAN

U.S. II Era of Social Change Unit

Updated: 7/25/2017

Collaborators: Dan McGowan


Unit Title

Unit #6. Era of Social Change

Timeframe 

2 Week Unit

Unit Summary

The Civil Rights Movement helped to inspire many movements for disadvantaged people across the United States.

Learning Targets

Essential Questions

 

  • How has immigration shaped America?

  • How did the Civil Rights movement influence the social changes of the 1960s?

Enduring Understandings

Students will understand:

  • Changes in national policy after 1965 impacted immigration to New Jersey and the United States.
  • The successes and failures of women’s rights organizations, the American Indian Movement and La Raza in their pursuit of civil rights and equal opportunities.

Know

By the end of this unit, students will know

  • Changes in national policy after 1965 impacted immigration to New Jersey and the United States.
  • The successes and failures of women’s rights organizations, the American Indian Movement and La Raza in their pursuit of civil rights and equal opportunities.

Do

By the end of this unit, students will be able to

  • Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the United States
  • Analyze the successes and failures of women’s rights organizations, the American Indian Movement and La Raza in their pursuit of civil rights and equal opportunities.
  • Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the workplace, politics, and society

Evidence of Learning

Formative

  • TCI Image Analysis
  • Feminine Mystique Analysis
  • Graph and Statistical Analysis of Change

Summative/ Benchmark

  • Social Movements Quiz

Alternative Assessments

  • Nation of Immigrants Activity
  • Chavez Video and Stereotyping Activity

Learning Activities

  • Day 1: TCI Activity 3.1 Image/Document Graphic Organizer (9 Civil Rights Groups)
  • Day 2: Immigration: “A Nation of Immigrants” Activity
  • Day 3: Immigration: “A Nation of Immigrants” Activity
  • Day 4: Mexican American Rights:

            Cesar Chavez Video: https://www.youtube.com/watch?v=NzbL3X68TEI 

            Latino Stereotyping Activity: http://www-tc.pbs.org/latino-americans/media/docs/classroom/en-lesson-plan-stereotypes-vs-statistics.pdf 

                 http://americanindiantah.com/lesson_plans/lp_red_power.html

                 https://allpower.wordpress.com/teaching/teaching-activities-2013/aims-stand-at-wounded-knee-by-claire-brickson/

            Analyze the First Chapter of Feminine Mystique

            http://www.indiana.edu/~inst2010/lessons/Murphy_Feminist%20Movement%20Lesson%20Plan%20Feminine%20Mystique.pdf

           “Did the feminist movement improve American women’s lives?” Activity

             http://www.pbslearningmedia.org/resource/biogam.soc.ush.womenmvt/you-decide-womens-movement/

  • Days 9 & 10: TCI Activity 4.1 “Analyzing the Impact of the Civil Rights Movement” (Response Group activity where students analyze graphs and charts of social, economic, and political data to evaluate the progress made by various groups since the civil rights movement).

Materials / Equipment / Resources

Core Instructional

Materials and Texts

RLH/TCI Assignments, Videos, Writing Assignments, Images for Image Analysis, Documents and Articles

Equipment

Chromebooks

Supplemental Resources

Crayons/Paper for Political Cartoons

Standards

Content Statement

Indicator

Era of Social Change:

Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives

6.1.12.A.13.c

Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the United States.

6.1.12.D.13.c

Analyze the successes and failures of women’s rights organizations, the American Indian Movement and La Raza in their pursuit of civil rights and equal opportunities.

6.1.12.D.14.d

Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the workplace, politics, and society.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


GATEWAY GROUP CURRICULUM PLAN

U.S. II Age of Limits Unit

Updated: 7/25/2017

Collaborators: Dan McGowan


Unit Title

Unit #7. Age of Limits

Timeframe 

4 Week Unit

Unit Summary

Political scandal and major changes in political policy pushed the boundaries of political limits and greatly influenced the American public’s view of government.

Learning Targets

Essential Questions

  • Is it the government's responsibility to help improve the lives of minorities?

  • How does the election of 1968 compare with the election of 2016?

  • Why do many Americans not trust the government?

  • How does a Presidential Scandal influence the American People?

Enduring Understandings

Students will understand:

  • Past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society.
  • The effectiveness of the checks and balance system in preventing one branch of the national government from usurping too much power during contemporary times.
  • The effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.

Know

By the end of this unit, students will know

  • Past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society.
  • What the Watergate Scandal was and how in influenced the American people and the government
  • The effectiveness of the checks and balance system in preventing one branch of the national government from usurping too much power during contemporary times.
  • The effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.

Do

By the end of this unit, students will be able to

  • Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society.
  • Evaluate the effectiveness of the checks and balance system in preventing one branch of the national government from usurping too much power during contemporary times
  • Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws

Evidence of Learning

Formative

  • Nixon’s Policies Assignment
  • LBJ / Nixon Comparison Assignment
  • Watergate Webquest
  • Case Files and Recordings for Watergate Analysis
  • Camp David Webquest

Summative/ Benchmark

  • Unit Test

Alternative Assessments

  • Comparison between 2016 election and 1968 election
  • Environmentalism Survey

Learning Activities

  • Day 1- Video coverage of 1968 election. Notes Taken off of Google Classroom on Election.
  • Day 2- Students will get articles about the election in 1968 and articles about the election in 2016. They will then compare the candidates and issues.
  • Day 3- Day 2 of election comparisons. Students will jig-saw their articles with others.
  • Day 4- Watch video of Nixon’s acceptance speech. Fill in graphic organizer regarding his policies.
  • Day 5- Use Chromebooks to see differences between Nixon’s New Federalism and LBJ’s Great Society
  • Day 6- Forrest Gump video clip. Start Watergate Webquest.
  • Day 7- Complete Watergate Webquest. Discuss the events as a class.
  • Day 8- Read case files and listen to recordings from Watergate and complete corresponding questions
  • Day 9- Watch video and read summary of “Saturday Night Massacre”. Answer questions and discuss the incident and how it influenced the public[JM1]  Day 10- Read an article about Checks and Balances and how the Watergate Scandal infringed on that system. Students will then take an online quiz that gauges their understanding of checks and balances.
  • Day 11- Students will watch a video regarding President Ford taking over after Nixon’s resignation. We will very briefly discuss President Ford before moving on to Carter. Students will take notes on their chromebooks
  • Day 12- Students will complete a webquest on the Camp David Accords.
  • Day 13- Students will complete a survey about Environmentalism. They will then read a speech made by Jimmy Carter regarding the environment. Students will write a written response regarding Carter’s speech and its impact.
  • Day 14- Students will jigsaw Jimmy Carter documents and fill in a graphic organizer (Malaise Speech, OPEC, Energy Crisis, etc)
  • Day 15- Students will watch a brief video regarding the Iran Hostage Crisis. They will then look at documents and answer corresponding questions.
  • Day 16 - Students will create a political cartoon / visual metaphor regarding either the presidency of Carter or Nixon
  • Day 17- Review
  • Day 18- Test

Materials / Equipment / Resources

Core Instructional

Materials and Texts

RLH/TCI Assignments, Videos, Writing Assignments, Images for Image Analysis, Documents and Articles

Equipment

Chromebooks

Supplemental Resources

Crayons/Paper for Political Cartoons

Standards

Content Statement

Indicator

The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups.

6.1.12.D.16.c

Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society.

6.1.12.A.14.a

Evaluate the effectiveness of the checks and balance system in preventing one branch of the national government from usurping too much power during contemporary times.

6.1.12.B.13.b

Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT


GATEWAY GROUP CURRICULUM PLAN

U.S. II Conservative Tide Unit

Updated: 7/25/2017

Collaborators: Dan McGowan


Unit Title

Unit #8. Conservative Tide

Timeframe 

4 Week Unit

Unit Summary

The American people and political system began to lean towards more conservative officials and policies in the 1980s towards the end of the Cold War.

Learning Targets

Essential Questions

  • Why did the Soviet Union lose the Cold War?

  • Did Ronald Reagan's policies help the United States bounce back?

  • Why did the United States become more conservative in the 1980s?

  • What IS and what IS NOT the responsibility of the government?

Enduring Understandings

Students will understand:

  • Conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.
  • The effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern.
  • The extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy.
  • The process by which national, state, and local officials are elected and vote on issues of public concern.
  • The impact of the changing role of labor unions on the economy, politics, and employer-employee relationships.
  • To what extent government should intervene at the local, state, and national levels on issues related to the economy.
  • The factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global power structure

Know

Knows/Dos are linked! They should reflect and support one another.

By the end of this unit, students will know

  • The extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy.
  • The impact of the changing role of labor unions on the economy, politics, and employer-employee relationships.
  • The factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global power structure
  • Why Conservatism gained popularity in the US and how in influenced the government and the people

Do

By the end of this unit, students will be able to

  • Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.
  • Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern.
  • Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy.
  • Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global power structure.

Evidence of Learning

Formative

  • Conservatism review and notes
  • TCI Conservative Rise
  • Conservative Webquest

Summative/ Benchmark

  • DBQ
  • Unit Test / Benchmark

Alternative Assessments

  • TCI Cold War Strategies
  • Political Cartoon

Learning Activities

  • Day 1: Conservatism Pre-Test
  • Day 2: Students will review information about Conservatism and take notes.
  • Day 3:TCI Conservatism Activity
  • Day 4: Students will read articles about the transition from Carter to Reagan in the Presidency.  We will then have a discussion about the articles.  After that we will use Kahoot as a formative assessment.
  • Days 5-9:  Conservatism DBQ.
  • Day 10:  Students will first discuss social issues today.  We will then discuss the four major social issues of the 1980s:  AIDS, drugs, abortion, and education.  Students will read articles on each topic and fill in their own bulleted notes on the topic on a graphic organizer.  
  • Days 11 & 12: TCI: Cold War Strategies
  • Day 13:  Visual Metaphor/Political Cartoon
  • Day 14:  Jigsaw activity utilizing articles about the end of the Cold War.
  • Day 15:  Berlin Wall Activity and video clip
  • Days 16 & 17:  Conservatism WebQuest
  • Days 18 &19: Study Guide/review of concepts
  • Day 20:  Unit test/Benchmark

Materials / Equipment / Resources

Core Instructional

Materials and Texts

RLH/TCI Assignments, Videos, Writing Assignments, Images for Image Analysis, Documents and Articles

Equipment

Chromebooks

Supplemental Resources

Crayons/Paper for Political Cartoons

Standards

Content Statement

Indicator

Differing views on government’s role in social and economic issues led to greater partisanship in government decision making.

6.1.12.A.14d

Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.

6.1.12.A.14.e

Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern.

6.1.12.A.14.f

Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy.

6.1.12.D.14.e

Evaluate the process by which national, state, and local officials are elected and vote on issues of public concern.

6.1.12.D.14.c

Determine the impact of the changing role of labor unions on the economy, politics, and employer-employee relationships.

6.1.12.C.14.b

Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy.

6.1.12.A.15.a

Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global power structure.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


GATEWAY GROUP CURRICULUM PLAN

U.S. II U.S. Today Domestic Unit

Updated: 7/30/2017

Collaborators: Dan McGowan

Page 1 of


Unit Title

Unit #9. Domestic US Today

Timeframe 

4-5 Week Unit

Unit Summary

Social issues, political policies, and environmental issues are all topics of debate that face the United States and New Jersey today.

Learning Targets

Essential Questions

 

  • What aspects of the federal budget are most important to you?

  • Are women and men equal today? Whites and minorities?

  • How has the US been shaped by multiple cultures?

  • Why have some African Americans turned to riots in the US rather than the peaceful tactics used by MLK?

  • How has suburbanization influenced NJ?

  • How has immigration shaped and changed NJ?

  • What environmental issues exist in NJ today?

Enduring Understandings

Students will understand:

  • Actions that were taken to address the causes of continuing urban tensions and violence.

  • The impact of the changing role of labor unions on the economy, politics, and employer-employee relationships.

  • The influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture.

 

  • The impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools).

  • The effectiveness of state and national fiscal (i.e., government spending and taxation) and monetary (i.e., interest rates) policies.

  • The impact of international trade, global business organizations, and overseas competition on the United States economy and workforce

  • The impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues

  • How regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States.

  • The impact of individual, business, and government decisions and actions on the environment, and assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions.
  •  The use of eminent domain in New Jersey and the United States from a variety of perspectives

Know

 

By the end of this unit, students will know

  • The impact of the changing role of labor unions on the economy, politics, and employer-employee relationships.
  • The influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture.
  • The impact of international trade, global business organizations, and overseas competition on the United States economy and workforce
  • The impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues
  •  The use of eminent domain in New Jersey and the United States from a variety of perspectives

Do

By the end of this unit, students will be able to

  • Assess the effectiveness of actions taken to address the causes of continuing urban tensions and violence.
  • Determine the impact of the changing role of labor unions on the economy, politics, and employer-employee relationships.
  • Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues
  • Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States.
  • Analyze the use of eminent domain in New Jersey and the United States from a variety of perspectives

Evidence of Learning

Formative

  • National Budget Simulation Activity
  • Study Guide
  • Immigration in US Activity
  • Criminal Justice System Today

Summative/ Benchmark

  • Benchmark
  • Unit Test

Alternative Assessments

  • Eminent Domain Assignment
  • Article Jigsaw

Learning Activities

  • Day 1: Students will take notes on Chromebooks from a Google Classroom Powerpoint about the transition from Bush to Clinton
  • Day 2: Students will read an articles and answer questions about Clinton and George Bush
  • Day 3: National Budget Reading and corresponding questions
  • Day 4:  Students will be placed into teams of four.  Each team will be provided with a certain amount of chips that will represent the amount of money the government is given to allocate to each spending priority.  Students will discuss as a team and work out their own federal budget.  They will then have to explain their spending plan to the class and defend their decisions.
  • Day 6: Final Day of National Budget Simulation Activity
  • Day 7: Study Guide for Final Benchmark (SGO)
  • Day 8: Review for Final Benchmark
  • Day 9: Final Benchmark Exam
  • Day 10:  Students will first look at a link that will show them how immigration has changed in the United States.  They will then jig-saw articles about how multiculturalism has influenced food, entertainment, music, and the population of America.  They will complete a corresponding graphic organizer.
  • Day 11:  Students will read articles about how women are paid compared to men and how they are able to contribute through certain outlets compared to men.  They will answer corresponding questions.  We will then have a class discussion about whether the students believe women are equal.
  • Day 12:  Students will look at multiple documents including some that highlight the recent statistics regarding the criminal justice system.  They will answer questions about the documents.  We will then complete a 4 corners activity where students will discuss their opinion on the matter of whether whites and minorities and treated equally in the U.S.
  • Day 13:  Students will get to choose any of 6 different articles that tough on the inequalities that minorities face in the United States.  They will read the articles that they chose and then write a 1 paragraph summary and 1 paragraph reflection.  
  • Day 14:  Students will read background information on the LA race riots by using documents dedicated to the different stages of violence.  They will answer corresponding questions.  Once this assignment is completed we will summarize the events in class discussion prior to watching news coverage of the riots.
  • Day 15:  Students will complete a brief webquest dedicated to the race riots in Ferguson and Baltimore.  They will then answer the following question:  Why do you believe minorities in the 90s and 2000s turned to violent riots rather than the peaceful methods you learned about during the Civil Rights Movement?
  • Day 16: Political Cartoon / Visual Metaphor
  • Day 17: Kahoot Review Regarding Information learned thus far in unit
  • Day 18 Students will discuss suburbanization and review what we talked about earlier in the year regarding the creation of suburbs.  We will discuss what influence students believe that suburbs have on the economy in New Jersey.  Students will then analyze statistics regarding suburbs in New Jersey and population changes in New Jersey and answer corresponding questions.  
  • Day 19:  We will first discuss environmental issues that students brainstorm (pollution of NJ rivers, streams, factories, etc)  We will then discuss how the government has dealt with these issues.  Students will watch a video about pollution in NJ and answer questions.
  • Day 20: NJ Environment / Eminent Domain Webquest
  • Day 21: Read About Cases of Eminent Domain and write written response on opinion about eminent domain
  • Day 22: Study Guide / Review
  • Day 23: Unit Test

Materials / Equipment / Resources

Core Instructional

Materials and Texts

RLH/TCI Assignments, Videos, Writing Assignments, Images for Image Analysis, Documents and Articles

Equipment

Chromebooks

Supplemental Resources

Crayons/Paper for Political Cartoons

Standards

Content Statement

Indicator

The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups.

6.1.12.D.14.b

Assess the effectiveness of actions taken to address the causes of continuing urban
tensions and violence.

The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups.

6.1.12.D.14.c
Determine the impact of the changing role of labor unions on the economy, politics, and employer-employee relationships.

Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives.

6.1.12.D.14.f

Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture.

Differing views on government’s role in social and economic issues led to greater partisanship in government decision making.

6.1.12.A.14.g

Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools).

6.1.12.C.14.a

Use economic indicators to evaluate the effectiveness of state and national fiscal
(i.e., government spending and taxation) and monetary (i.e., interest rates)policies.

Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions.

6.1.12.A.16.c

Assess from various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or other countries.

6.1.12.C.16.c

Assess the impact of international trade, global business organizations, and overseas competition on the United States economy and workforce.

The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups.

6.1.12.B.14.a

Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues.

6.112.B.14.b

Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States.

6.1.12.B.14.c

Evaluate the impact of individual, business, and government decisions and actions on the environment, and assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions.

6.1.12.B.14.d

Analyze the use of eminent domain in New Jersey and the United States from a variety of perspectives.

Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives.

6.1.12.C.14.d

Relate the changing manufacturing, service, science, and technology industries and educational opportunities to the economy and social dynamics in New Jersey.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.


END OF UNIT


GATEWAY GROUP CURRICULUM PLAN

U.S. II U.S. Today Foreign Affairs Unit

Updated: 7/30/2017

Collaborators: Dan McGowan

Page 1 of


Unit Title

Unit #10. U.S. Today Foreign Affairs

Timeframe 

5 Week Unit

Unit Summary

The US has many relationships, conflicts, and policies overseas that influence the everyday life of Americans today.

Learning Targets

Essential Questions

  • Why is there so much violence in the Middle East?

  • Should the US be involved in military issues around the world?

  • Why did the US go to war with Afghanistan? Iraq?

  • Did the US implement effective plans and programs in Afghanistan and Iraq?

  • What is more important - safety or freedom?

  • What should be done about ISIS?

Enduring Understandings

Students will understand:

  • The role of America’s dependence on foreign oil and its relation to to its economy and foreign policy.

  • The perspectives of other nations and the United States regarding United States foreign policy.

 

  • How and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region.

  • Reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.

  • How the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.

 

  • Why  natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources.

  • The relationship between United States domestic and foreign policies.

  • The impact of media and technology on political and social issues in a global society.

  • The economic, political, and social impact of new and emerging technologies on individuals and nations.

  • The impact of technology on the global workforce and on entrepreneurship

  • The impact of American culture on other world cultures from multiple perspectives.

  • How and why technology is transforming access to education and educational practices worldwide

Know

Knows/Dos are linked! They should reflect and support one another.

By the end of this unit, students will know

  • Why  natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources.
  • The relationship between United States domestic and foreign policies.
  • The impact of media and technology on political and social issues in a global society.
  • How and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region.
  • Reasons for conflict and war in the Middle East over the past decade

Do

By the end of this unit, students will be able to

  • Relate the role of America’s dependence on foreign oil to its economy and foreign policy
  • Compare the perspectives of other nations and the United States regarding United States foreign policy
  • Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.
  • Analyze government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from the global use of new technologies
  • Explain why natural resources are a source of conflict

Evidence of Learning

Formative

  • Timeline Activity
  • Saddam Hussein Webquest
  • Graphic Organizer for Iraq War
  • ISIS summary/ Reflection
  • Afghanistan Assignment
  • Political Cartoon

Summative/ Benchmark

  • OPEC Debate
  • Final Test

Alternative Assessments

  • UN Video and Questions
  • United 93 Questions

Learning Activities

  • Day 1: Middle East Timeline Activity so students can understand tensions in the Middle East prior to US involvement
  • Day 2: OPEC Debate Day 1
  • Day 3: OPEC Debate Day 2
  • Day 4: OPEC Debate Day 3
  • Day 5: Video about UN with questions. Students will then read articles about UN policies in middle East and compare with US.
  • Day 6: Watch United 93, answer questions
  • Day 7: United 93, answer questions
  • Day 8: United 93, answer questions
  • Day 9: Image Analysis of conflict in Middle East
  • Day 10:  In groups, students will read different articles about the tensions in Afghanistan prior to the War with the U.S.  This will include the Taliban, poverty, the tensions with the USSR, etc.  Students will then fill in a table with main points and jig-saw their information with other groups.
  • Day 11: Students will read about American policies in Afghanistan. They will answer questions prior to class discussion on the topic.
  • Day 12: Iraq / Hussein Webquest
  • Day 13: Students will read about American strategies and policies in Iraq and fill in a graphic organizer
  • Day 14: Summary / Reflection on ISIS Articles
  • Day 15: National Security / Patriot Act – Students will read about the Patriot Act and answer opinion questions on the subject
  • Day 16: Political Cartoon / Visual Metaphor
  • Day 17: Watch Video and Answer Questions about issues and concerns and changes with the global economy and the US
  • Day 18- Global Economy WebQuest
  • Day 19 – Article Summary and Reflection regarding Global Economy issues
  • Day 20: Make up Work Day / NB Quiz
  • Day 21: Study Guide
  • Day 22: Review Game
  • Day 23: Final Test
  • Day 24: Day 1 of improve Gateway / Create your Own School Activity
  • Day 25: Day 2 of Improve Gateway / Create your Own School Activity
  • Day 26: Final Day of Improve Gateway / Create your own school Activity

Materials / Equipment / Resources

Core Instructional

Materials and Texts

RLH/TCI Assignments, Videos, Writing Assignments, Images for Image Analysis, Documents and Articles

Equipment

Chromebooks

Supplemental Resources

Crayons/Paper for Political Cartoons

Standards

Content Statement

Indicator

The United States has used various methods to achieve foreign policy goals that affect the global balance of power, national security, other national interests, and the development of democratic societies.

6.1.12.C.15.a

Relate the role of America’s dependence on foreign oil to its economy and foreign policy.

6.1.12.D.15.b

Compare the perspectives of other nations and the United States regarding United States foreign policy

6.1.12.D.15.c

Explain how and why religious tensions and historic differences in the Middle
East have led to international conflicts, and analyze the effectiveness of United
States policy and actions in bringing peaceful resolutions to the region.

6.1.12.D.15.d

Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.

Differing views on government’s role in social and economic issues led to greater partisanship in government decision making.

6.1.12.A.14.h

Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.

Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions.

6.1.12.B.16.a

Determine the relationship between United States domestic and foreign policies.

Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives.

6.1.12.D.14.a

Examine the impact of media and technology on political and social issues in a global society.

Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions.

6.1.12.A.16.a

Analyze government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from the global use of new technologies.

6.1.12.A.16.b

Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.

6.1.12.C.16.a

Predict the impact of technology on the global workforce and on entrepreneurship.

6.1.12.C.16.b

Analyze the impact of American culture on other world cultures from multiple perspectives.

6.1.12.D.16.a

Explain how and why technology is transforming access to education and educational practices worldwide.

6.1.12.D.16.b

Determine the effectiveness of the United States in pursuing national interests while also attempting to address global, political, economic, and social problems.

The United States has used various methods to achieve foreign policy goals that affect the global balance of power, national security, other national interests, and the development of democratic societies.

6.1.12.A.15.b

Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.

6.1.12.A.15.c

Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy.

6.1.12.A.15.d

Evaluate the effectiveness on United States government’s efforts to provide humanitarian assistance during international natural disasters and times of crises.

6.1.12.A.15.e

Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations.

6.1.12.A.15.f

Evaluate the effectiveness on United States government’s efforts to provide humanitarian assistance during international natural disasters and times of crises.

6.1.12.B.15.a

Evaluate the effectiveness of the United States policies and actions in supporting the democratic growth of developing nations.

6.1.12.C.15.b

Assess economic priorities related to international and domestic needs, as reflected in the national budget.

6.1.12.D.15.a

Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT