Curriculum Map - BHS - Social Studies - US History II
Stage 1 Desired Results | ||
ESTABLISHED GOALS Practices to be included in every unit:
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Standards | ||
MACF History and Social Studies Standards: USI.T7 USII.T1
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Meaning | ||
UNDERSTANDINGS Students will understand…
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ESSENTIAL QUESTIONS
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Acquisition | ||
Students will independently be able to use their learning for…
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Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
| PERFORMANCE TASK(S): Imperialism Summative World War I Summative OTHER EVIDENCE: | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction Key Primary Sources for Topic 7 in Appendix D Theodore Roosevelt, “The New Nationalism” speech (1910) Woodrow Wilson, “Fourteen Points” speech (1918) Rudyard Kipling, “The White Man’s Burden” Poem (1899) James Monroe, Theodore Roosevelt, “The Monroe Doctrine and The Roosevelt Corollary” Analyze political cartoons of US Imperialism Debate whether or not the US should be an Imperial power Examine primary sources on the causes of the Spanish American War Yellow Journalism (create front page newspaper article) (Modern day click-bait comparison) Map Activity on US possessions/colonies Open Door Policy Explain the reasons for and demonstrate understanding of “The Monroe Doctrine and The Roosevelt Corollary” by creating a political cartoon Pros/cons of the US colonizing the Philippines Boxer Rebellion Primary source analysis Philippine independence timeline activity Hawaii’s last queen reading Essay on Imperialism The Birth of an American Empire: https://edsitement.neh.gov/curricula/birth-american-empire WWI - Primary source analysis - the Causes of WWI, Why the US joined WWI; Image analysis - Total War, technologies of WWI, propaganda posters 14 Points - US vs Allies vs Central Powers vs Colonies goals Treaty of Versailles - Key ideas & lasting issues Controversial domestic policies activity Sedition act etc.) Woodrow Wilson & Foreign Policy: https://edsitement.neh.gov/curricula/woodrow-wilson-and-foreign-policy The Debate in the United States over the League of Nations: https://edsitement.neh.gov/curricula/debate-united-states-over-league-nations Edsitement - African-American Soldiers in WWI (92nd and 93rd Divisions) African American Soldiers after WWI - Had Race Relations Changed: https://edsitement.neh.gov/lesson-plans/african-american-soldiers-after-world-war-i-had-race-relations-changed | ||
Stage 1 Desired Results | ||
ESTABLISHED GOALS | ||
Standards | ||
MA History and Social Studies Standards: USII.T2 Supporting Question: How did the United States respond to new ideas about society?
USII.T.2
USII.T1 Standard 3 Supply and Demand - What factors affect the prices of goods and services?
USII.T1 Standards 4 -5 Financial Investing - What are the benefits and drawbacks of investments?
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Meaning | ||
UNDERSTANDINGS Students will understand…
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ESSENTIAL QUESTIONS Students will keep considering…
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Acquisition | ||
Students will independently be able to use their learning for... Major societal trends and events in the first two decades of the 20th century such as: Harlem Renaissance, the “Jazz Age”, Langston Hughes, Zora Neale Hurston, Josephine Baker, avant-garde modern art (e.g., cubism, futurism) from Europe, Red Scare, 1924 restrictions on immigration, racial and ethnic tensions, Ku Klux Klan and white supremacy, the Great Migration, the eugenics movement, the Scopes Trial (1925), Christian fundamentalism, Prohibition, the 18th Amendment, the growing prominence of same-sex relationships, the Bread and Roses Strike in Lawrence (1912), the Boston police strike (1919), Sacco and Vanzetti Case (1921) | ||
Students will be skilled at…
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Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
PERFORMANCE TASK(S): Common Open Response on 1920s 1920s Summative | ||
OTHER EVIDENCE:
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Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction Economic trends of the post war economy Stock market Analysis/simulation Role of Advertisements on Consumerism New social trends - flapper movement & the “New woman” Presentations on major trends of the decade - technology, politics, social conflict, women’s roles, sports, entertainment, etc. The rise of the temperance movement and the rise of organized crime - Al Capone The Great Migration and Harlem Renaissance Langston Hughes to Tupac comparison First Red Scare simulation - socialism & communism in the 1920s Presidential Campaign for the 1920s Time Magazine Expose on chosen politician or social movement leader of the time. Social media reaction to Sacco & Vanzetti Trial Birth of a Nation, the NAACP, and Civil Rights: https://edsitement.neh.gov/lesson-plans/birth-nation-naacp-and-balancing-rights | ||
Stage 1 Desired Results | ||
ESTABLISHED GOALS | ||
Standards | ||
MACF History and Social Studies Standards: USII.T1 Standard 3 Supply and Demand - What factors affect the prices of goods and services? 3. Define supply and demand and explain the role that supply and demand, prices, and profits play in determining production and distribution in a market economy.
USII.T1 Standards 4 -5 Financial Investing - What are the benefits and drawbacks of investments?
USII.T1 Standard 6 & 7: Money and the Role of Financial Institutions: Supporting Question: Why are banks and stock markets regulated by the government? 6. Explain the role of banks and other financial institutions in the market economy of the United States, and analyze the reasons for banking crises. 7. Describe the organization and functions of the Federal Reserve System; explain the reason the government established it in 1913 and analyze how it uses monetary tools to promote price stability, full employment, and economic growth. USII. T1 Standard 8 & 9: National Economic Performance Supporting Question: What factors affect the success of the economy of the United States? 8. Explain how a country’s overall level of income, employment, and prices are determined by the individual spending and production decisions of households and firms, and that government measures such as Gross Domestic Product (GDP) describe these factors at the national level. 9. Analyze the impact of events such as wars and technological developments on business cycles. USII.T1 Standards 10 - 11 The Role of Government - How large a role should the government have in regulating the economy? 10. Explain and give examples of the roles that government may play in a market economy, including the provision of public goods and services, redistribution of income, protection of property rights, and resolution of market failures. 11. Analyze how the government uses taxing and spending decisions (fiscal policy) and monetary policy to promote price stability, full employment, and economic growth. USII.T2 - Modernity in the United States: ideologies and economies 2. Describe the multiple causes (e.g., fall in stock market and commodities prices, restrictive monetary and trade policies, post-war reparations and debt) and consequences of the global depression of the 1930s (e.g., widespread unemployment, decline of personal income, support for social and political reform, decline in trade, the rise of fascism), including consideration of competing economic theories that explain the crisis (e.g., insufficient demand for goods and services [Keynesianism] vs. insufficient supply of money [monetarism]). (See also United States History II standards 1–12 on economics.) 3. Gather, evaluate, and analyze primary sources (e.g., economic data, articles, diaries, photographs, audio and video recordings, songs, movies, and literary works) to create an oral, media, or written report on how Americans responded to the Great Depression. 4. Using primary sources such as campaign literature, news articles/analyses, editorials, and radio/newsreel coverage, analyze the important policies, institutions, trends, and personalities of the Depression era (e.g., Presidents Herbert Hoover and Franklin D. Roosevelt, Eleanor Roosevelt, Frances Perkins, Huey Long, Charles Coughlin, Charles Lindbergh). Students may research and complete a case study on any one of the following policies, institutions, or trends: a. the Federal Deposit Insurance Corporation b. the Securities and Exchange Commission c. the Tennessee Valley Authority d. the Social Security Act e. the National Labor Relations Act f. the Works Progress Administration g. the Fair Labor Standards Act h. the American Federation of Labor i. the Congress of Industrial Organizations j. the American Communist Party k. the America First movement and antiSemitism in the United States. | ||
Meaning | ||
UNDERSTANDINGS Students will understand that…
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ESSENTIAL QUESTIONS Students will keep considering…
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Acquisition | ||
Students will independently be able to use their learning for... Key vocabulary: Fundamentals of economics, resources, production of goods, Capitalism vs Socialism vs Communism, supply and demand, market economy, stock market, risks and rewards of investing, stocks, bonds, banking crises, redistribution of income, unemployment, economic growth, monetary policy, role of the Federal Reserve, New Deal
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Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
PERFORMANCE TASK(S): Great Depression & New Deal Summative | ||
OTHER EVIDENCE:
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Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction Stock Market Game Simulation Student’s create stock portfolio with modern companies Analyze Political Platforms & Candidate responses to Great Depression in 1932 Debate - Proper Role of Government Primary Source Analysis - Impacts of the depression reading; Reactions to the New Deal Photo analysis of Great Depression Depression Era Photographs: Worth a thousand words: https://edsitement.neh.gov/lesson-plans/depression-era-photographs-worth-thousand-words NAACP’s Anti-Lynching Campaigns: The Quest for Social Justice during the Interwar Years: https://edsitement.neh.gov/curricula/naacps-anti-lynching-campaigns-quest-social-justice-interwar-years Dust bowl first hand accounts readings and video from history channel Debate/Essay - Was the New Deal a Success of Failure? Who did it help? Who did it leave behind? Analysis of how Popular culture was shaped by the Great Depression Arts, Theater, Music, Movies Project - News Flash for the 1920s & 1930s Presidential Campaign formation for the Depression Era Time Magazine Expose on chosen politician or social movement leader of the time. Fireside Chat on New Deal Program New Deal Pamphlet Socialism/Communism being introduced to American political system Edsitement - FDR, Fireside Chats and The New Deal
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Stage 1 Desired Results | ||
ESTABLISHED GOALS. | ||
Standards | ||
Students will be able to independently use their learning to… (MA Curriculum Frameworks Standards) USII.T3 - Defending democracy: responses to fascism and communism Supporting Question: What kind of a role should the U.S. play in world affairs? 1. Develop an argument which analyzes the effectiveness of American isolationism and analyzes the impact of isolationism on U.S. foreign policy. 2. Explain the rise of fascism and the forms it took in Germany and Italy, including ideas and policies that led to the Holocaust. 3. Explain the reasons for American involvement in World War II and the key actions and events leading up to declarations of war against Japan and Germany. 4. On a map of the world, locate the Allied powers at the time of World War II (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan). 5. Using primary sources such as news articles/analyses, editorials, and radio/newsreel coverage, analyze one of the events that led to World War II, one of the major battles of the war and its consequences, or one of the conferences of Allied leaders following the war: a. German rearmament and militarization of the Rhineland b. The Munich Conference and Germany’s seizure of Austria and Czechoslovakia c. the Nazi-Soviet Pact of 1939 and the invasion of Poland d. Japan’s invasion of China and the Nanjing Massacre e. Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima f. the Yalta and Potsdam conferences 6. Describe the Allied response to the persecution of the Jews by the Nazis before, during, and after the war. 7. Explain the reasons the United States gave for the use of atomic bombs at Hiroshima and Nagasaki in Japan; and use primary and secondary sources to analyze how arguments for and against the use of nuclear weapons developed from the late 1940s to the early 1960s. 8. Explain the long-term consequences of important domestic events during the war. a. the War’s stimulus to economic growth b. the beginning of the second Great Migration of African Americans from the South to industrial cities of the North and to California c. A. Philip Randolph and the efforts to eliminate employment discrimination on the basis of race d. large numbers of women in the workforce of munitions industries and serving in non-combat jobs in the military, including as pilots, clerks, computer scientists, and nurses e. the internment of West Coast Japanese Americans in the U.S. and Canada f. how the two world wars led to greater demands for civil rights for women and African Americans. 9. Analyze the factors that contributed to the Cold War and describe the policy of containment as a response by the United States to Soviet expansionist policies, using evidence from primary sources to explain the differences between the Soviet and American political and economic systems; Soviet aggression in Eastern Europe; the Korean War, United States support of anti-communist regimes in Latin America and Southeast Asia; the Truman Doctrine, United Nations, the Marshall Plan, NATO, and the Warsaw Pact). 10. Explain what communism is as an economic system and analyze the sources of Cold War conflict; on a political map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union in the 1950s to the 1980s. Clarification Statement: Students can research and report on conflicts in particular areas, such as Korea, Germany, China, the Middle East, Africa, Central and South America, Cuba, and Vietnam. 11. Analyze Dwight D. Eisenhower’s response to the Soviet Union’s launching of Sputnik (1957) and the nation’s increased commitment to space exploration and education in science. 12. Summarize the diplomatic and military policies on the War in Vietnam of Presidents Eisenhower, John F. Kennedy, Lyndon Johnson, and Richard Nixon and explain the intended and unintended consequences of the Vietnam War the Vietnamese and Americans. US II.T1 Standards 8 - 9 National Economic Performance - What factors affect the success of the economy of the United States?
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Meaning | ||
UNDERSTANDINGS Students will understand …
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ESSENTIAL QUESTIONS
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Acquisition | ||
Students will independently be able to use their learning for... Key vocabulary: fascism, nazism, democracy, communism, totalitarianism, appeasement, Anti-Semitism, Axis Powers, Allied Powers, Lend-Lease Act, neutrality, propaganda, mobilization, rationing, internment, atomic bomb, Holocaust, Cold War, containment, domino theory, arms race, Truman Doctrine, Marshall Plan, Vietnam War, brinkmanship
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Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
PERFORMANCE TASK(S): WWII Summative Cold War Summative | ||
OTHER EVIDENCE:
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Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction From Neutrality to War: The United States and Europe, 1921-1941: https://edsitement.neh.gov/curricula/neutrality-war-united-states-and-europe-1921-1941 The Road to Pearl Harbor, The United States & East Asia: https://edsitement.neh.gov/curricula/road-pearl-harbor-united-states-and-east-asia-1915-1941 The United States in World War II: “The Proper Application of Overwhelming Force” Mapping Europe pre and post war Isolationism VS involvement debate or essay WW2 News report video project Role play mock League of nations, United Nations Crisis simulation/scenario; U.S. role in…(see https://situationroom.archives.gov and https://modeldiplomacy.cfr.org/# for resources in simulations) Charts & Graphs of economic issues that led to the rise of fascist dictators Videos & readings from Pearl Harbor FDR’s “Day of Infamy Speech” - http://www.archives.gov/education/lessons/day-of-infamy American homefront primary source analysis Propaganda poster analysis Atomic Bomb Activity/Debate (Choices Unit) Readings & videos on the Holocaust Debate American responses to the Holocaust Holocaust and Resistance: https://edsitement.neh.gov/lesson-plans/holocaust-and-resistance The Origins of the Cold War: https://edsitement.neh.gov/curricula/origins-cold-war-1945-1949 Rise of Communism and US Containment Policy - primary sources, readings & cartoons Origins of the Cold War primary source analysis - US vs USSR sources Iron Curtain source analysis Berlin Airlift reading and video Cuban Missile Crisis primary source analysis The Cuban Missile Crisis 1962, The Missiles of October: https://edsitement.neh.gov/lesson-plans/cuban-missile-crisis-1962-missiles-october Berlin Wall - JFK speech & images Comparing Korea and Vietnam War - origins & impacts Compare/Contrast - Differences b/w Vietnam and WW2 (What is a “Good War”?) Video - “Letters Home from Vietnam” Primary Source Analysis on My Lai Massacre Primary Source Analysis on Anti War movement - songs, readings, images Primary Source Analysis - Nixon & Vietnamization & Paris Peace Accords SHEG Resources and Activities on: The Cold War, The Korean War, The Cold War in Guatemala, Truman and McArthur, Castro v. United States, Cuban Missile Crisis, Gulf of Tonkin Resolution The Gulf of Tonkin Resolution & Escalation of the Vietnam War: https://edsitement.neh.gov/lesson-plans/gulf-tonkin-resolution-and-escalation-vietnam-war Key Primary Sources for Topic 3 in Appendix D: Franklin D. Roosevelt, “Four Freedoms” speech (1941) - https://fdrlibrary.org/four-freedoms Four Freedoms Speech FDR Harry S. Truman, Address Before the Joint Session of Congress (The Truman Doctrine) (1947) Suggested Primary Sources for Topic 3 in Appendices D and E: Franklin D. Roosevelt, First Annotated Typed Draft of War Address, “A Day of Infamy” speech delivered on radio (1941) Gordon Parks, Photographs of Ella Watson (1942) Robert M. Jackson, Opinion for the Supreme Court in West Virginia State Board of Education v. Barnette (1943) Winston Churchill, excerpts from “The Iron Curtain,” speech (1946) John F. Kennedy, Inaugural Address (1961) | ||
Stage 1 Desired Results | ||
ESTABLISHED GOALS | ||
Standards | ||
Students will be able to independently use their learning to… Supporting Question: How did the U.S. government respond to challenges to freedom at home during the Cold War? US.II Topic 4 1. Research and analyze one the domestic policies of Presidents Truman and Eisenhower (e.g., Truman’s Fair Deal, the Taft-Hartley Act of 1947, the Federal-Aid Highway Act of 1956 or the Social Security Disability Insurance Act of 1956). 2. Analyze the roots of domestic communism and anti-communism in the 1950s, the origins and consequences of, and the resistance to McCarthyism, researching and reporting on people and institutions such as Whittaker Chambers, Alger Hiss, FBI Director J. Edgar Hoover, Senators Joseph McCarthy and Margaret Chase Smith, Julius and Ethel Rosenberg, the American Communist Party, the House Committee on Un-American Activities, and congressional investigations into the Lavender Scare). 3. Analyze the causes and consequences of important domestic Cold War trends in the United States (e.g., economic growth and declining poverty, the G. I. Education bill, the decline in women’s employment, climb in the birthrate, the growth of suburbs and home ownership, the increase in education levels, the impact of television and increased consumerism). 4. Analyze the origins, evolution, and goals of the African American Civil Rights Movement, researching the work of people such as Martin Luther King, Jr., Thurgood Marshall, Rosa Parks, Malcolm X, John Lewis, Bayard Rustin, Robert F. Kennedy, and institutions such as the National Association for the Advancement of Colored People, the Student Nonviolent Coordinating Committee, and the Congress of Racial Equality. 5. Using primary sources such as news articles/analyses, editorials, and radio/television coverage, research and analyze resistance to integration in some white communities, protests to end segregation, and Supreme Court decisions on civil rights.
6. Evaluate accomplishments of the Civil Rights movement (e.g., the 1964 Civil Rights Act and the 1965 Voting Rights Act) and how they served as a model for later feminist, disability, and gender rights movements of the 20th and 21st centuries; collect and analyze demographic data to investigate trends from the 1964 to 2010 in areas such as voter registration and participation, median family income, or educational attainment among African American, Hispanic American, Asian American and white populations. 7. Using primary sources such as news articles/analyses, editorials, and television coverage, research Massachusetts leaders for civil rights and the controversies over the racial desegregation of public schools in the 1960s and 1970s, including: a. the establishment of the Metropolitan Council for Educational Opportunity (METCO) busing plan involving Boston, Springfield, and suburban school districts b.Court-ordered desegregation and mandated busing in the public schools of Boston and other Massachusetts cities 8. Using primary and secondary sources, analyze the causes and course of one of the following social and political movements, including consideration of the role of protest, advocacy organizations, and active citizen participation. a. Women’s rights, including the writings on feminism by Betty Friedan, Gloria Steinem and others; the availability of the birth control pill; the activism of the National Organization for Women and opposition to the movement by conservative leaders such as Phyllis Schlafly; passage of the Equal Rights Amendment to the Constitution (1972), and its failure to achieve sufficient ratification by states; Title IX of the 1972 Education Amendments to the 1964 Civil Rights Act, the 1973 Supreme Court decision, Roe v. Wade, the appointment of Sandra Day O’Connor as the first woman Justice of the Supreme Court in 1981, and increasing numbers of women in elected offices in national and state government. b. the Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Civil Rights Movement, the impact of world wars on the demand for gay rights, the Stonewall Rebellion of 1969, the Gay Pride Movement, and activism and medical research to slow the spread of AIDS in the 1980s; the role of the Massachusetts Supreme Judicial Court in Goodridge v. Department of Public Health (2004) and the role of other state courts in providing equal protection for same sex marriage in advance of the United States Supreme Court decision in Obergefell v. Hodges (2015) c. the disability rights movement such as deinstitutionalization, independent living, the Education for All Handicapped Children Act (1975), the Americans with Disabilities Act (1990), and the Individuals with Disabilities Education Act (1990) d. the environmental protection movement (e.g., the 1962 publication of Rachel Carson’s Silent Spring; the 1970 federal Clean Air Act; the 1972 Massachusetts Wetlands Protection Act; the 1972 Federal Water Pollution Control Act and subsequent amendments) e. the movement to protect the health and rights of workers, and improve working conditions and wages (e.g., César Chávez and Dolores Huerta and the migrant farmworkers’ movement, workplace protections against various forms of discrimination and sexual harassment) f. the movement to protect the rights, self-determination, and sovereignty of Native Peoples (e.g., the Indian Civil Rights Act of 1968, the American Indian Movement, the Wounded Knee Incident at the Pine Ridge Reservation in South Dakota in 1973, the Indian Self Determination and Education Assistance Act of 1975, and the efforts of Native Peoples’ groups to preserve Native cultures, gain federal or state recognition and raise awareness of Native American history56 9. Research and analyze issues related to race relations in the United States since the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965, including: the Fair Housing Act of 1968 and its impact on neighborhood integration; policies, court cases, and practices regarding affirmative action and their impact on diversity in the workforce and higher education; disparities and trends in educational achievement and attainment, health outcomes, wealth and income, and rates of incarceration; the election of the nation’s first African American president, Barack Obama, in 2008 and 2012. | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… 2.The student can explain social, economic, political, and cultural changes in the postwar U.S.
3.The student can describe the struggle for racial, gender, and social equality in the United States.
4.The student can explain the causes and effects of US involvement in Vietnam.
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ESSENTIAL QUESTIONS How can people exert political power? What is an individual’s role in democracy? How did the anxieties raised by the Cold War affect life in the United States? How did civil rights activists advance the ideals of liberty, equality, and opportunity for African Americans, and all Americans, over time? What is the proper role of government in shaping American society? | ||
Acquisition | ||
Students will independently be able to use their learning for: Key Vocabulary: Federal Highway Act , McCarthyism , Alger Hiss, FBI Director J. Edgar Hoover, Julius and Ethel Rosenberg, the House Committee on Un-American Activities, the Lavender Scare, consumerism, G.I. education bill, Baby Boom, Suburbs, Martin Luther King, Thurgood Marshall, Rosa Parks, Malcolm X, John Lewis, Bayard Rustin, NAACP, SNCC, CORE, SCLC, Marches, sit-ins, boycotts, Freedom Rides, Voter Registration drives, Brown vs Board of Ed., 1964 Civil Rights Act, 1965 Voting Rights Act, Black Panthers, Boston Busing Crisis, Creation of METCO, Feminism, LGBTQ Movement, Disability Rights Movement, Native American Rights Movement, Environmentalism, Migrant Farmworker’s Movement, | ||
Students will be skilled at…
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Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
<type here> | PERFORMANCE TASK(S):
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<type here> | OTHER EVIDENCE: | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction Communist Hunt Simulation Primary Source Readings & Images on McCarthy Analyze demographic trends from the 1950s & 1960s Life in the 1950s Video - “A Date with your family” on proper gender roles for adults & children Video - “Burt the Turtle” Video - “Atomic Cafe” selections Readings on Martin Luther King & Malcolm X Video - “Eyes on the Prize” selections Video - “Voices of Civil Rights” Primary Source Analysis - “The Freedom Rides” Jim Crow Era Literacy Tests - Alabama, etc Primary Source Analysis - King’s “I have a Dream Speech” SHEG - JFK vs John Lewis on Civil Rights Primary source analysis SHEG - “Women in the 1950’s” SHEG - Public Housing Source Analysis SHEG - Stonewall Riots SHEG - Equal Rights Amendment JFK, LBJ, & the Fight for Equal Opportunity in the 1960s: https://edsitement.neh.gov/lesson-plans/jfk-lbj-and-fight-equal-opportunity-1960s The Freedom Riders & Popular Music of the Civil Rights Movement: https://edsitement.neh.gov/lesson-plans/freedom-riders-and-popular-music-civil-rights-movement Places and People of the Civil Rights Movement: https://edsitement.neh.gov/lesson-plans/ordinary-people-ordinary-places-civil-rights-movement Competing Voices in the Civil Rights Movement: https://edsitement.neh.gov/curricula/competing-voices-civil-rights-movement Choices Unit: The Civil Rights Movement in Mississippi Edsitement - The Strategy of Containment (Truman Doctrine and Marshall Plan) Anti-Communism in Postwar America, 1945-1954, Witch Hunt or Red Menace?: https://edsitement.neh.gov/curricula/anticommunism-postwar-america-1945-1954-witch-hunt-or-red-menace Building Suburbia: Highways & Housing in Postwar America: https://edsitement.neh.gov/lesson-plans/building-suburbia-highways-and-housing-postwar-america Analyze the strategies and goals of a protest movement from the 1950s to 1970s Mock court based using supreme court cases protecting people’s rights - streetlaw.org Key Primary Sources for Topic 4 in Appendix D Brown v. the Board of Education of Topeka (1954); Martin Luther King, Jr., “I Have a Dream” speech (1963) “Letter from Birmingham City Jail” (1963); Lyndon Johnson, “And We Shall Overcome”, (1965) Barack Obama, “A More Perfect Union” (2008)
Suggested Primary Source for Topic 4 in Appendix D Margaret Chase Smith, Declaration of Conscience Speech (1950) Lyndon Johnson, “Great Society Speech” (1964) American Experience: Stonewall Uprising Trailer (event 1969; video, 2010) Ed Roberts, Speech on Disability Rights at a Sit-In Rally in San Francisco (1977) César Chávez, Address to the Commonwealth Club of California (1984) Henry Louis Gates, Jr., The African Americans: Many Rivers to Cross (2013 video) Elizabeth Maurer, Legislating History: 100 Years of Women in Congress (2017) Lacey Schwartz and Mehret Mandefro, The Loving Generation (2018 video) | ||
Stage 1 Desired Results | ||
ESTABLISHED GOALS | ||
Standards | ||
Students will be able to independently use their learning to… Supporting Questions: How does globalization affect the United States? How can Americans use the Constitution to unite the nation? USII.T5 1. Using primary sources such as campaign literature and debates, news articles/analyses, editorials, and television coverage, analyze the important policies and events that took place during the presidencies of John F. Kennedy, Lyndon Johnson and Richard Nixon. 2. Analyze and evaluate the impact of economic liberalism on mid-20th century society, including the legacy of the New Deal on post World War II America, the expansion of American manufacturing and unionism, social welfare programs, and the regulation of major industries such as transportation, energy, communications and finance. 3. Analyze the presidency of Ronald Reagan (1981-1989) and the rise of the conservative movement in American politics, (e.g., policies such as tax rate cuts, anti-communist foreign and defense policies, replacement of striking air traffic controllers with non-union personnel. 4. Analyze how the failure of communist economic policies and U.S.-sponsored resistance to Soviet military and diplomatic initiatives contributed to the fall of the Berlin Wall in 1989 the dissolution of the Soviet Union in 1991, and the end of the Cold War. 5. Analyze some of the major technological and social trends and issues of the late 20th and early 21st centuries. 6. Evaluate the effectiveness of the federal government’s response to international terrorism in the 21st century, including the 2001 terrorist attack on the World Trade Center in New York City and the Pentagon near Washington, D.C., the Homeland Security Act, the Foreign Intelligence Surveillance Act, and the Afghanistan and Iraq Wars. | ||
Meaning | ||
UNDERSTANDINGS Students will understand the social, economic, political, and cultural changes in the United States in the late twentieth and early twenty-first centuries. Global events shape political philosophies such liberalism and conservatism The struggle for individual rights and equality often shapes a society’s politics Countries are affected by their relationship with each other
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ESSENTIAL QUESTIONS How does globalization affect the United States? How well have U.S. foreign policy decisions met the challenges of the global age? How does our nation define and debate progress as we work to preserve American ideals? How has science and technology improvements both helped and harmed society? | ||
Acquisition | ||
Students will independently be able to use their learning for: Key Vocabulary:
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Students will be skilled at…
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Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
PERFORMANCE TASK(S): Summative | ||
OTHER EVIDENCE: Exit tickets | ||
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction SHEG Activities - Reaganomics, NAFTA, Kyoto Protocol, Iraq Resolution, Hurricane Katrina Primary Source Analysis Activities -
PBS: Frontline - The Gulf War: https://www.pbs.org/wgbh/pages/frontline/gulf/ 9/11 Memorial Museum - Lesson Plans Choices Unit - The US Role in a Changing World Choices: Teaching with the News - https://www.choices.edu/teaching-with-the-news/ | ||
Unit: Research Paper
Length of time: Taught throughout the course
Stage 1 Desired Results | ||
ESTABLISHED GOALS | ||
Standards | ||
Students will be able to independently use their learning to… 1. Use various tools (library, internet, databases, etc) to locate reliable, accurate and relevant information 2. Evaluate sources and create an annotated bibliography that lists the sources that will be used in student’s research 3. Develop a clear and concise thesis and outline that is supported with facts gathered from research 4. Properly cite sources both in text and in a bibliography. 5. Create a research paper that demonstrates a student's ability to apply the four previous learning outcomes and conforms to standards of proper grammar and writing. | ||
Meaning | ||
UNDERSTANDINGS Students will understand… Sources should be in a variety of formats. Multiple sources are needed for research. What plagiarism is and how to avoid it. Organization is key to a good essay/paper. Proper citations (Turabian) are needed. How to structure and defend an argument. | ||
ESSENTIAL QUESTIONS How do you find accurate sources? How do you organize information? How do you structure and defend an argument? How do you cite information using Turabian citation format? | ||
Acquisition | ||
Students will be skilled at… finding sources organize information thesis writing Turabian citations Paragraph writing with supporting details | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
PERFORMANCE TASK(S): Annotated Bibliography Outline Footnote/Endnote Citations Research Paper | ||
OTHER EVIDENCE: | ||
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction How to use the library How to find appropriate sources How to evaluate sources What is a thesis? Note taking How to create an outline Drafting a paper Citing Sources Editing a paper | ||
Unit:
Length of time:
Stage 1 Desired Results | ||
ESTABLISHED GOALS <type here> | ||
Standards | ||
Students will be able to independently use their learning to… <type here> | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… <type here> | ||
ESSENTIAL QUESTIONS <type here> | ||
Acquisition | ||
Students will independently be able to use their learning for <type here> | ||
Students will be skilled at… <type here> | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
<type here> | PERFORMANCE TASK(S): <type here> | |
<type here> | OTHER EVIDENCE: <type here> | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction <type here> | ||
Unit:
Length of time:
Stage 1 Desired Results | ||
ESTABLISHED GOALS <type here> | ||
Standards | ||
Students will be able to independently use their learning to… <type here> | ||
Meaning | ||
UNDERSTANDINGS Students will understand that… <type here> | ||
ESSENTIAL QUESTIONS <type here> | ||
Acquisition | ||
Students will independently be able to use their learning for <type here> | ||
Students will be skilled at… <type here> | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
<type here> | PERFORMANCE TASK(S): <type here> | |
<type here> | OTHER EVIDENCE: <type here> | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction <type here> | ||