NJSLS

Eng/LAL

History/SS

NJSLS

Eng/LAL  

Writing/History Science-Tech

NJSLS:

Social  

Studies

NJ Student  

Learning  

Standards

Major Outcome:

Materials/Strategies

Assessments

RH

9-10

RH

11-12

WHST

9-10

WHST

11-12

.1

.2

.3

.4

.10

.1

.2

.3

.4

.10

.4

.9

.10

.4

.9

.10

6.1.12.A.7.a  6.1.12.B.7.a  6.1.12.D.7.b

• Identify and  

explain the  

causes and  

significant  

events and  

conditions of  

The Great War.

• Test questions:  

Have students find  

magazine or  

newspaper  

photographs of  

cities that have  

been severely  

damaged by recent  

conflicts.

• Students will create  a time line to  

portray the events  

leading up to World  War I.

• Use of  

buttons and  

switches

• Data  

collection

• Behavioral  

observation

• IEP quarterly  progress  

reports

• Hands on  

projects

• Task analysis  report form

• Work habit  observations

•

.1

.2

.3

.4

.6

.9

.10

.1

.2

.3

.4.

6.

.9

.10

.4

.9

.10

.4

.9

.10

6.1.12.C.7.b  6.1.12.D.7.a  6.1.12.D.7.c 6.1.12.A.8.b

• Assess the effect  of World War I.

• Read and discuss  isolationist  

politics.

• Investigate  

newspaper  

coverage of the

war and  

Americans  

surprise of  

outbreak of World

• Test questions:  How could the  

U.S. have avoided  entering WWI?

• Analyze political  cartoons of this  

time period.

War I.

.1

.2

.6

.9

.10

.1

.2

.3

.6

.9

.10

.4

.9

.10

.4

.9

.10

6.1.12.A.7.b

• Assess the role  of national and  

state home front  

efforts (N.J.  

Industry).

• Create a poster  that portrays all of  the opportunities  

for civilians to  

help in the war  

effort.

.1

.2

.3

.4

.6

.10

.1

.2

.3

.4

.9

.10

.2

.4

.9

.10

.2

.4

.9

.10

6.1.12.A.7.c  6.1.12.D.7.a  6.1.12.A.11.a  6.2.12.D.4.d 6.1.12.D.11.d 6.3.12.A.2

• Evaluate the  

results of World  

War I as a possible  cause for World  

War II (Treaty of  

Versailles,  

Fourteen Points).

• Discuss debt of  Germany and Italy  from WWI and the  alliance they form.

• Discuss  

development of  

League of Nations.

• Examine various  aspects of Nazi  

policies

and their impact  

on individuals  

and groups,

i.e. laws,  

isolation,  

propaganda,

organizations,  

etc.

• Test questions:  Create a journal  

from Woodrow  

Wilson’s  

perspective  

outlining his  

successes and  

failures following  

World War  

I/discuss.

NJSLS

Eng/LAL

History/SS

NJSLS

Eng/LAL  

Writing/History Science-Tech

NJSLS:

Social  

Studies

NJ Student  

Learning  

Standards

Major Outcome:

Materials/Strategies

RH

9-10

RH

11-12

WHST

9-10

WHST

11-12

.1

.2

.3

.4

.6

.9

.10

.1

.2

.3

.4

.8

.9

.10

.4

.10

.4

.10

6.1.12.A.8.c  6.1.12.D.14.c

• Examine the relationship  between the growth of  

American unions,  

immigration, and the Red  

Scare.

• Compare the political  atmosphere today with that  of the Red Scare and judge  which was a greater threat  to American stability.

.1

.2

.3

.4

.8

.9

.10

.1

.2

.3

.4

.6

.8

.9

.10

.4

.7

.8

.9

.10

.4

.7

.8

.9

.10

6.1.12.D.8.b

• Interpret the social and  

cultural changes/influences of  this time period including the  rise of consumer economy,  the Harlem Renaissance,  

entertainment, literature,  

music, art and sports.

• Twenties Trivia Game • Research and discuss  major influential figures of  the time.

• Why is it called the Jazz  Age?

• Listen to music of the  Twenties.

.1

.2

.3

.4

.7

.8

.9

.10

.1

.2

.3

.4

.7

.9

.10

.4

.6

.7

.8

.9

.10

.4

.6

.7

.8

.9

.10

6.1.12.A.8.b  6.1.12.C.8.b  6.1.12.D.8.a  

6.2.12.D.1.c 6.2.12.D.1.d

• Examine the changing  

physical, political, economic  and social roles of Black,  

Spanish, and Asian  

Americans and women in the  United States and its local  

impact.

• Analyze various motivations  for the Atlantic slave trade  

and the impact on Europeans,  Africans, and Americans.

• Create a newspaper for  1923 and 1929 and  

compare the attitude  

change of Americans with  regard to economics and  

their prosperity.

• Students: Prepare a radio  broadcast of the news of  

the decade.

NJSLS

Eng/LAL

History/SS

NJSLS

Eng/LAL  

Writing/History Science-Tech

NJSLS:

Social  

Studies

NJ Student  

Learning  

Standards

Major Outcome:

Materials/Strategies

RH

9-10

RH

11-12

WHST

9-10

WHST

11-12

.1

.2

.3

.4

.10

.1

.2

.3

.4

.10

.2

.4

.6

.8

.9

.10

.2

.4

.6

.8

.9

.10

6.1.12.A.9.a

6.1.12.B.9.a  6.1.12.D.9.a

• Recognize the immediate  and long term causes of the  Great Depression.

• Essay: Identifying the causes  of the Great Depression

• Create a poster for Hoover and  one for FDR depicting what  they are offering Americans.

.1

.2

.3

.4

.6

.8

.9

.10

.1

.2

.4

.6

.8

.9

.10

.1

.4

.5

.6

.7

.8

.9

.10

.1

.4

.5

.6

.7

.8

.9

.10

6.1.12.A.10.a  6.1.12.A.10.b 6.1.12.A.10.c

• Relate how the New Deal  policies contributed to the  lives of Americans then and  today.

• Students compare Herbert  Hoover’s hands off  

government style to  

Franklin Roosevelt’s  

Reformist style.

• Analyze political cartoons  pertaining to this time period. • Analyze the debate over  Roosevelt’s New Deal with  

that over the welfare system  today.

• Write a position paper arguing  as to the need today for social  programs created out of the  

New Deal.

.1

.2

.3

.4

.6

.8

.9

.10

.1

.2

.4

.6

.8

.9

.10

.4

.7

.8

.9

.10

.4

.7

.8

.9

.10

6.1.12.D.10.d

• Analyze how the Great  Depression and the New  

Deal transformed N.J.,  

including WPA Projects, the  Jersey Homesteads and New  Deal Projects.

• Students: Research New Deal  and its connections to New  

Jersey Palisades development  and preservation.  

• As Great Depression worsens  park attendance soars

.1

.2

.3

.4

.10

.1

.2

.4

.10

.4

.10

.4

.10

6.1.12.D.9.b

• Describe the living and  working conditions of  

Americans during the Great  Depression.

• Read excerpt of The Grapes of  Wrath and explain how each  character represents a separate  section of society with regard  to conditions and experiences.

• View movie “Cinderella Man”  – follow up with discussion.

• Novel A Tree Grows in

Brooklyn

NJSLS

Eng/LAL

History/SS

NJSLS

Eng/LAL  

Writing/History Science-Tech

NJSLS:

Social  

Studies

NJ Student  

Learning  

Standards

Major Outcome:

Materials/Strategies

RH

9-10

RH

11-12

WHST

9-10

WHST

11-12

.1

.2

.3

.4

.6

.8

.9

.10

.1

.2

.3

.4

.6

.8

.9

.10

.10

.10

6.1.12.D.7.c  6.1.12.A.11.b 6.1.12.A.11.e 6.1.12.D.11.a  6.2.12.D.4.e

• Analyze the political factors  leading up to WWII including  Rise of Dictators, Communism,  Fascism and the changes in U.S.  Response.

• Analyze the military and  

economic transformation that  occurs throughout World War  II.

• Students will use colored  tacks to map out  

how/when countries enter  the war and their leaders  know.

• Identify the countries and  their leaders that became  Allied Power and Axis  

Powers.

.1

.2

.3

.4

.10

.1

.2

.3

.4

.10

.2

.4

.5

.6

.7

.8

.9

.10

.2

.4

.5

.6

.7

.8

.9

.10

6.1.12.B.11.a 6.1.12.C.11.b  6.1.12.D.11.b  

6.2.12.B.4.b  6.2.12.D.4.f

CRP11  

(Career  

Ready)

• Identify and analyze key battles  and turning points during  

WWII.

• Compare and contrast Allied  and Axis strategies.

• What advantages did the  Axis powers have over the  United States and the  

beginning of the war?

• Create a timeline of key  events in war for U.S.

• Evaluate political cartoons. • Choose prominent figure  in WWII and write an  

essay/biography about  

them or a speech as if you  are that person (i.e.  

Macarthur, Eisenhower, G.  Marshall, Winston  

Churchill, Roosevelt,  

Truman, Hitler, Stalin).

NJSLS

Eng/LAL

History/SS

NJSLS

Eng/LAL  

Writing/History

Science-Tech

NJSLS:

Social Studies

NJ Student  

Learning  

Standards

Major Outcome:

Materials/Strategies

RH

9-10

RH

11-12

WHST

9-10

WHST

11-12

.1

.2

.3

.4

.6

.8

.9

.10

.1

.2

.3

.4

.6

.8

.9

.10

.4

.5

.6

.9

.10

.4

.5

.6

.9

.10

6.1.12.A.11.e  

6.1.12.D.11.d  

6.1.12.D.11.e

• Examine the  

causes and  

impact of the  

Holocaust.

• Describe the  

effect of WWII  

on American  

life.

• Create a newspaper depicting  events in war.

• Novels – Night CP and H,  Essay – Diary of Ann Frank,  Number the Stars.

• Schindler’s List –

Compare/contrast two main  

characters.

.1

.2

.3

.4

.6

.7

.8

.9

.10

.1

.2

.3

.4

.6

.8

.9

.10

.4

.10

.4

.10

6.1.12.A.11.b  

6.1.12.A.11.c  

6.1.12.D.11.c

• Examine the  

social  

transformation  

that occurs  

throughout the  

war years.

• Examine the  

changes WWII  

brought for  

women.

• Why did the United States  relocate and imprison Japanese  Americans?

• How did most Americans feel  about the war?

• Analyze political cartoons.

.1

.2

.3

.4

.6

.7

.8

.9

.10

.1

.2

.3

.4

.6

.7

.8

.9

.10

.4

.10

.4

.10

6.1.12.A.11.b  

6.1.12.A.11.d  

6.1.12.C.11.a  

6.1.12.C.11.b  

6.1.12.D.11.a  

6.1.12.D.11.b  

6.1.12.A.12.a

• Scrutinize the  political and  

military  

encounters in  

Soviet-American  relations from  

1945-1960.

• Examine the  

costs of WWII.

• Discuss  

Truman’s

• Create chart comparing the  costs of war for countries  

involved in the war.

• Reenact a war crime trial. • What factors gave rise to Cold  War?

containment.

NJSLS

Eng/LAL

History/SS

NJSLS

Eng/LAL  

Writing/History Science-Tech

NJSLS:

Social Studies

NJ Student  

Learning  

Standards

Major Outcome:

Materials/Strategies

RH

9-10

RH

11-12

WHST

9-10

WHST

11-12

.1

.2

.3

.4

.6

.7

.8

.9

.10

.1

.2

.3

.4

.6

.7

.8

.9

.10

.4

.9

.10

.4

.9

.10

6.1.12.A.11.d

6.1.12.D.12.c

HS-PS1-7  

(Science)

HS-PS1-8  

(Science)

• Consider the  

political, economic  and social  

ramifications of the  Atomic Age.

• Evaluate why the  atomic bomb was  

used against Japan.

• Examine the  

Atomic Energy Act.

• Debate United States’ use  of the atomic bomb.

• What international and  domestic tensions resulted  from the conflict between  United States and Soviet  Union?

.1

.2

.3

.4

.6

.7

.8

.9

.10

.1

.2

.3

.4

.5

.6

.7

.8

.9

.10

.2

.4

.5

.6

.9

.10

.2

.4

.5

.6

.9

.10

6.1.12.D.11.e  

6.1.12.A.12.a  

6.1.12.A.12.b  

6.1.12.A.12.c  

6.1.12.B.12.a

• Examine the  

formation and  

function of cold war  alliances and  

international peace  

keeping/human  

rights  

organizations.

• Review the  

Churchill-Roosevelt  Atlantic Charter of  

1941.

• Maps: Outline formation  of United Nations.

• Explain how Taft-Hartley  Act affected unions.

• Write newspaper article  outlining aspects of Cold  War.

.1

.2

.3

.4

.6

.7

.8

.9

.10

.1

.2

.3

.4

.6

.7

.8

.9

.10

.4

.9

.10

.4

.9

.10

6.1.12.A.12.a  

6.1.12.D.12.b  

6.1.12.A.15.a  

6.1.12.A.15.b

6.2.12.C.3.c  

6.2.12.C.5.b

• Recognize the  

impact of the  

ideological struggle  between  

communism and  

democracy on  

developing nations.

• Why was WWII the

• Identify superpowers  during WWII.

• Students: Outline the  theoretical economic  

system of communism and  highlight communism as a  totalitarianism  

government.

most devastating  

war the world has  

ever known?

• Students: Compare and  contrast to a democracy.

NJSLS

Eng/LAL

History/SS

NJSLS

Eng/LAL  

Writing/History Science-Tech

NJSLS:

Social Studies

NJ Student  

Learning  

Standards

Major Outcome:

Materials/Strategies

RH

9-10

RH

11-12

WHST

9-10

WHST

11-12

.1

.2

.3

.4

.6

.7

.8

.9

.10

.1

.2

.3

.4

.6

.7

.8

.9

.10

.4

.9

.10

.4

.9

.10

6.1.12.D.12.b

6.1.12.D.12.c  

6.1.12.A.15.d  6.1.12.B.13.a  

6.1.12.D.13.d  6.1.12.D.13.f

8.1.12.E.2

(Technology)

9.2.12.C.4

(21st Century  

Life and  

Careers)

CRP5  

(Career Ready)

• Examine  

changes to  

society,  

technology and  

culture in the  

Post-War era.

• Identify social  changes in  

1950’s for  

Americans.

• Discuss the H-bomb.

• Describe aspects of the Nuclear  Age.

• Compare United States  

government’s response to the  Red Scare during the Cold War  to it’s response to the Red Scare  after WWI.

• Investigate how 1950’s  

television portrayed women and  minorities.

• Describe how teenagers  

rebelled against the conformity  of the 1950’s.

• Describe the shifts in  

population in 1950’s. How did  these affect city residents?

• What effect did discrimination  in housing have on ethnic  

groups?

NJSLS

Eng/LAL

History/SS

NJSLS

Eng/LAL  

Writing/History Science-Tech

NJSLS:

Social Studies

Major Outcome:

Materials/Strategies

RH

9-10

RH

11-12

WHST

9-10

WHST

11-12

.1

.2

.3

.4

.6

.7

.8

.9

.10

.1

.2

.3

.4

.6

.7

.8

.9

.10

.2

.4

.9

.10

.2

.4

.9

.10

6.1.12.A.12.a  

6.1.12.A.12.b

6.1.12.C.12.c

6.1.12.D.12.c

• Identify events in  Korean War and U

2 incident.

• Scrutinize the  

major events in  

Soviet/American  

relations 1960-

1975.

• Explain covert war  and CIA.

• Examine the  

development of  

Nuclear Arms  

Race.

• Identify aspects of  Space Age  

(Sputnik).

• Discuss Johnson’s domino  theory.

• Summary on Dwight  

Eisenhower’s presidency

• What effect did the U-2  Incident have on relations  

between United States and  Soviet Union?

.1

.2

.3

.4

.6

.8

.9

.10

.1

.2

.3

.4

.6

.8

.9

.10

.4

.10

.4

.10

6.1.12.A.12.a  

6.1.12.A.12.b

6.1.12.D.12.d  

6.1.12.D.12.e

• Examine the  

causes and effects  of the United  

States’  

involvement in  

the Vietnam War.

• Students: Examine and discuss  communist supporters/allies of  North Vietnam and South  

Vietnam supported by United  States.

• Students: List what factors led  United States involvement.

• Students: Discuss political and  social impact on U.S. citizens  due to United States  

involvement in Vietnam.

.1

.2

.3

.4

.6

.1

.2

.3

.4

.6

.4

.6

.7

.8

.9

.4

.6

.7

.8

.9

6.1.12.A.13.a  

6.1.12.A.13.b  

6.1.12.C.13.a  

6.1.12.D.13.a

CRP1

(Career  

Ready)

• Chronicle the  

changing social  

and political  

policies that

• Debate segregation.

• Identify policies and programs  that expanded education and  

employment opportunities for

.8

.9

.10

.8

.9

.10

.10

.10

6.1.12.D.13.b

CRP5

(Career  

Ready)

8.1.12.C.1

(Technology)

restricted the  

rights of  

minorities.

• Identify causes of  the Civil Rights  

Movement.

• Analyze Little  Rock Schools  

Crisis and Brown  

vs. Board of  

Education.

women and minorities.

• Eyes on the Prize KWL and/or  compare and contrast Malcolm  X with Dr. Martin Luther King.

• Research Civil Rights leaders. • Analyze political cartoons.

NJSLS

Eng/LAL

History/SS

NJSLS

Eng/LAL  

Writing/History Science-Tech

NJSLS:

Social  

Studies

Major Outcome:

Materials/Strategies

RH

9-10

RH

11-12

WHST

9-10

WHST

11-12

.1

.2

.3

.4

.6

.8

.9

.10

.1

.2

.3

.4

.6

.8

.9

.10

.2

.4

.6

.7

.8

.9

.10

.2

.4

.6

.7

.8

.9

.10

6.1.12.A.13.a  6.1.12.A.13.b  6.1.12.C.13.a  6.1.12.D.13.a  6.1.12.D.13.b

• Contrast the  

methods and  

ideologies of civil  rights leaders and  

groups.

• Write a newspaper article about  Montgomery Bus Boycott.

• Essay on Civil Rights Act 1957  and 1964

• Review books and music from  1950’s.

• What events helped expand  legislation on Civil Rights?

.1

.2

.3

.4

.6

.8

.9

.10

.1

.2

.3

.4

.5

.6

.7

.8

.9

.10

.4

.10

.4

.10

6.1.12.A.12.a  6.1.12.A.12.b 6.1.12.C.12.b  6.1.12.C.12.c  6.1.12.C.12.d

6.1.12.D.13.e

• Compare the  

domestic agendas of  JFK and LBJ;  

examine the legacy  

of these programs.

• Describe how the  Kennedy  

administration tried  to boost the  

economy.

• Explain how the  Bay of Pigs, the  

Berlin Wall, and  

Cuban missile crisis  were related.

• What events  

sparked the Cuban  

missile crisis?

• Compare  

Kennedy’s New  

Frontier Agenda to  

those of his  

predecessors  

(Truman and the

• Explain the Equal Pay Act. • Study Peace Corps.

• Investigate the Kennedy  

assassination (movies, books,  

news).

• Students: Use Teacher Tube on  the internet to watch short videos  on Cuban Missile Crisis.

• Students as Historians: Students  use website Reel American  

History.

• Students: Watch movies on Cuban  Missile Crisis and write a movie  review including actors who  

played major political roles and  events leading up to the crisis.

New Deal and  

Eisenhower’s  

policies).

.1

.2

.3

.4

.6

.7

.8

.9

.10

.1

.2

.3

.4

.6

.7

.8

.9

.10

.4

.10

.4

.10

6.1.12.B.13.a  6.1.12.C.13.b  6.1.12.C.13.c  6.1.12.C.13.d 6.1.12.D.13.c

6.1.12.B.14.a

• Assess the impact  of immigration and  

migration on  

American economy,  politics and society.

• Analyze LBJ’s  

three areas of focus:  tax cuts, civil rights,  and poverty.

• Describe Great  

Society.

• Review excerpts from the  Other American

• Show where immigrants from  different countries moved to in  the United States (which  

cities).

NJSLS

Eng/LAL

History/SS

NJSLS

Eng/LAL  

Writing/History Science-Tech

NJSLS:

Social Studies

Major Outcome:

Materials/Strategies

RH

9-10

RH

11-12

WHST

9-10

WHST

11-12

.1

.2

.3

.4

.6

.8

.9

.10

.1

.2

.3

.4

.6

.8

.9

.10

.2

.4

.5

.6

.8

.9

.10

.2

.4

.5

.6

.8

.9

.10

6.1.12.A.14.b  6.1.12.A.14.c

6.1.12.A.14.d  8.2.12.B.5

• Consider judicial  activism; analyze the  Warren Court  

decisions for their  

effect on  

contemporary  

American society.

• Analyze LBJ’s focus  on the war on poverty  in the United States  

versus his focus on  

Vietnam.

• Write an essay explaining how the  Warren Court decisions  

strengthened individual rights.

• Write newspaper articles  

describing components of Job  

Corps, Head Start, and VISTA  

Medicare.

.1

.2

.3

.4

.6

.7

.8

.9

.10

.1

.2

.3

.4

.6

.7

.8

.9

.10

.4

.5

.6

.8

.9

.10

.4

.5

.6

.8

.9

.10

6.1.12.C.14.c  

6.1.12.C.14.d  6.1.12.D.14.a  6.1.12.D.14.c  6.1.12.D.14.f

• Analyze the impact of  globalization on  

United States  

immigration,  

economy and  

government policy.

• Students will use the  internet to look up  

impact on  

productivity, the  

worker gap,  

competitiveness and  

entrepreneurship.

• Students write a brief review on  current events articles on  

globalization.

• Students review and compare  government’s opinions on  

globalization versus public  

opinion.

.1

.2

.3

.4

.6

.8

.9

.10

.1

.2

.3

.4

.6

.8

.9

.10

.2

.4

.5

.6

.7

.8

.9

.10

.2

.4

.5

.6

.7

.8

.9

.10

6.1.12.A.14.a

6.1.12.A.14.b  6.1.12.A.14.c

6.1.12.A.14.d  6.1.12.A.14.e

9.2.12.C.8

(21st Century Life  and Careers)

S-IC.B.4

(Math)

• Assess the impact that  the Supreme Court  

has on contemporary  

American politics and  society.

• Compare the impact  of scandals on the  

American Presidency.

• Pretend to conduct an interview  with Presidents – role- play with  questions regarding how American  people feel about: Watergate,  

Clinton Sex Scandal, and Bush  invasion of Iraq.

• Political cartoon analysis.

• Students: Debate  

contemporary White  

House scandals as to  

whether or not the  

scandals seriously  

jeopardized the  

presidency and the  

president’s place in  

history.

NJSLS

Eng/LAL

History/SS

NJSLS

Eng/LAL  

Writing/History Science-Tech

NJSLS:

Social Studies

Major Outcome:

Materials/Strategies

RH

9-10

RH

11-12

WHST

9-10

WHST

11-12

.1

.2

.3

.4

.6

.8

.9

.10

.1

.2

.3

.4

.6

.8

.9

.10

.2

.4

.5

.6

.7

.8

.9

.10

.2

.4

.5

.6

.7

.8

.9

.10

6.1.12.D.15.c  

6.1.12.D.15.d

• Analyze the  

emergence of Islamic  extremism and it’s  

effect on America’s  

domestic and foreign  

policy.

• Students: Discuss  impact of Islamic  

extremism – was the  

cause “foreign policy”  or was the policy  

adopted as a reaction  

to extremism?

• Students: Create posters aimed  at Islamic Youth with very  

different messages about their  future with regard to education,  dress, and positive aspects of  diversity.

• Students: Write about how  stereotypes are learned.

• Students: Compare how joining  a “gang” is similar to joining an  extremist organization. What  are the driving factors in joining  groups encouraging violence for  change?

• Students: Go online to research  projects aimed at Muslim/high  gang population areas to break  free from group teachings on  extremism.

.1

.2

.3

.4

.8

.9

.10

.1

.2

.3

.4

.8

.9

.10

.4

.10

.4

.10

6.1.12.A.14.f  6.1.12.B.14.a  6.1.12.D.14.d  6.1.12.D.14.e

8.1.12.F.1

(Technology)

• Trace the  

development and  

impact of activist  

movements on  

modern America.

• Students: Review  women, worker, and  minorities rights  

movements.

• Students: Come up with a  plan of action for a relevant  social movement necessary  for today.

• Students: Create posters.

.1

.2

.1

.2

.4

.5

.4

.5

6.1.12.A.14.h

• Assess the impact  that the conservative

• Students: Look at time  

periods; write up summaries

.3

.4

.7

.9

.10

.3

.4

.7

.9

.10

.6

.7

.8

.9

.10

.6

.7

.8

.9

.10

6.1.12.D.14.e  6.1.12.D.14.f

resurgence has on  

politics, economy  

and society.

• Students: Create a  timeline of party  

winners for  

presidential  

elections over past  

20 years.

about music, movies,  

commercials, and ads to  

determine level at  

conservatism during  

presidential elections.

Month

Unit

Standards

September

UNIT 1 – Great Depression

6.1.12.A.9.a

6.1.12.B.9.a  

6.1.12.D.9.a

October

UNIT 2 – WW1

6.1.12.C.7.b  

6.1.12.D.7.a  

6.1.12.D.7.c

6.1.12.A.8.b

9.2.12.C.3

November

UNIT 3 – WW2

6.1.12.A.12.a  

6.1.12.D.12.b  

6.1.12.A.15.a  

6.1.12.A.15.b

6.2.12.C.3.c  

6.2.12.C.5.b  

8.1.12.E.2

9.2.12.C.4

HS-PS1-7-8

2.1.12.C.1

CRP5

CRP11

8.1.12.E.2

December

UNIT 4 – Immigration

6.1.12.B.13.a  

6.1.12.C.13.b  

6.1.12.C.13.c  

6.1.12.C.13.d

6.1.12.D.13.c

6.1.12.B.14.a

January

February

UNIT 5 – Civil Rights Movement

6.1.12.A.12.a  

6.1.12.A.12.b

6.1.12.C.12.b

6.1.12.C.12.c  

6.1.12.C.12.d

6.1.12.D.13.e  

9.2.12.C.8

8.1.12.C.1

8.2.12.B.5

CRP1

CRP5

March

April

UNIT 6 – Red Scare

6.1.12.A.8.c  

6.1.12.D.14.c

May

UNIT 7 – Modern America

6.1.12.A.14.f  

6.1.12.B.14.a  

6.1.12.D.14.d  

6.1.12.D.14.e

6.1.12.B.14.a  

6.1.12.D.14.d

June