American History Units
Major Topics will include but
not be limited to the following units:
Unit Title: Changes on the Western Frontier Dates of Unit: 1 ½ Week (1st Quarter)
Standards, Benchmarks:
People and Society:
A. Analyze the influence of different cultural perspectives on the actions of groups.
B. Analyze the consequences of oppression, discrimination and conflict between cultures.
C. Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices.
1. Explain the effects of immigration on society in the United States: (10)
a. Housing patterns;
b. Political affiliation;
c. Education system
d. Language;
e. Labor practices;
f. Religion.
Geography:
A. Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time.
B. Analyze geographic changes brought about by human activity using appropriate maps and other geographic data.
C. Analyze the patterns and processes of movement of people, products and ideas.
1. Explain how perceptions and characteristics of geographic regions in the United States have changed over time including:
a. Urban areas;
b. Wilderness;
c. Farmland;
d. Centers of industry and technology.
2. Describe how changes in technology, transportation and communication affect the location and patterns of economic activities and use of productive resources.
Fundamental Concepts/Conceptual Theme/The Big Idea:
In the 1800s, growing numbers of white settlers move to the West, and Native Americans lose their lands. Railroads cross the nation, and both the cattle kingdom and Populism rise and fall.
Essential/Guiding Questions (Leads the students to further inquiry and helps frame the content of the work):
What are some of the most important jobs that would accompany the settlement of a wild and unsettled west?
What aspects of our culture might keep Native Americans and white settlers from living together peacefully?
How does the issue of private property rights differ from the concept of property held by Native Americans?
Content (What do you want the students to know by the end of the unit?):
Pursuit of economic opportunity leads settlers to push westward. Settlers confronted established Native American cultures. With the help of cowboys, the cattle industry thrives as the Native American culture of the Great Plains declines.
The promise of cheap, fertile land, draws thousands of settlers westward to seek their fortunes as farmers. Settlers face extreme hardships in taming the land.
Farmers band together to address their economic problems giving rise to the populist movement. Economic troubles lead to clashes over silver or gold as the basis of monetary system.
Skills (What do you want the students to be able to do at the end of the unit?):
The student will be able to use maps to review the main ideas about the clashes between white settlers and Native Americans, as well as the growth of the cattle industry.
Unit Title: A New Industrial Age Dates of Unit: 2 weeks (1st Quarter)
Standards, Benchmarks:
History:
B. Explain the social, political and economic effects of industrialization.
1. Explain the effects of industrialization in the United States in the 19th century including: (10)
a. Changes in work and the workplace;
b. Immigration and child labor and their impact on the labor force;
c. Modernization of agriculture;
d. Urbanization;
e. The emergence of a middle class and its impact on leisure, art, music, literature and other aspects of culture.
2. Analyze the impact of industrialization and the modern corporation in the United States on economic and political practices with emphasis on: (10)
a. Laissez-faire policies;
b. Monopolies;
c. Standard of living.
3. Analyze the reasons for the rise and growth of labor organizations in the United States (i.e., Knights of Labor, American Federation of Labor and Congress of Industrial Organizations) including: (10)
a. Unregulated working conditions;
b. Laissez-faire policies toward big business;
c. Violence toward supporters of organized labor.
4 . Explain the goals and outcomes of the late 19th and early 20th century reform movements of Populism and Progressivism with emphasis on: (10)
a. Urban reforms;
b. Conservation;
c. Business regulation and antitrust legislation;
d. The movement for public schooling;
e. The regulation of child labor.
People in Society:
B. Analyze the consequences of oppression, discrimination and conflict between cultures.
1. Explain how Jim Crow laws legalized discrimination based on race. (10)
2. Explain the effects of immigration on society in the United States: (10)
a. Housing patterns;
b. Political affiliation;
c. Education system;
d. Language;
e. Labor practices;
f. Religion.
Geography:
C. Analyze the patterns and processes of movement of people, products and ideas.
1. Explain how perceptions and characteristics of geographic regions in the United States have changed over time including: (10)
a. Urban areas;
b. Wilderness;
c. Farmland;
d. Centers of industry and technology.
2. Describe how changes in technology, transportation and communication affect the location and patterns of economic activities and use of productive resources. (10)
3. Analyze the geographic processes that contributed to changes in American society including: (10)
a. Industrialization and post-industrialization;
b. Urbanization and suburbanization;
c. Immigration.
Economics:
B. Explain how the U.S. Economics provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.
1. Analyze the development and impacts of labor unions, farm organizations and business organizations on the U.S. economy. (10)
Citizenship Rights & Responsibilities:
A. Analyze ways people achieve Economicsal change, including political action, social protest and revolution.
1. Describe the ways in which Economics policy has been shaped and set by the influence of political parties, interest groups, lobbyists, the media and public opinion with emphasis on: (10)
a. Extension of suffrage;
b. Labor legislation;
c. Civil rights legislation;
d. Military policy;
e. Environmental legislation;
f. Business regulation;
g. Educational policy.
Fundamental Concepts/Conceptual Theme/The Big Idea:
Technological innovations and the growth of the railroad industry help fuel an industrial boom. Some business leaders follow corrupt practices, and workers, suffering harsh working conditions, try to organize.
Essential/Guiding Questions (Leads the students to further inquiry and helps frame the content of the work):
How did the United States become an industrial power in the late nineteenth century?
What were the regional divisions in the nations economy in the late nineteenth century?
How did industrial development affect the class relations of this period?
How is American society changing in this period?
How did women’s lives change in the new industrial era?
Content (What do you want the students to know by the end of the unit?):
Industrial booms as natural resources, creative ideas, and growing markets fuel technological development.
The growth and consolidation of the railroads benefit the nation but lead to corruption and regulation.
The expansion of industry in the North results in the growth of big business and in the formation of unions by laborers seeking to better their working conditions and pay.
Unit Title: Urbanization/Immigration Dates of Unit: 3 Weeks (1st Quarter)
Standards, Benchmarks:
History:
A. Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their Economicss.
B. Explain the social, political and economic effects of industrialization.
1. Explain the effects of industrialization in the United States in the 19th century including:
a. Changes in work and the workplace;
b. Immigration and child labor and their impact on the labor force;
c. Modernization of agriculture;
d. Urbanization;
e. The emergence of a middle class and its impact on leisure, art, music, literature and other aspects of culture.
2. Explain the goals and outcomes of the late 19th and early 20th century reform movements of Populism and Progressivism with emphasis on:
a. Urban reforms;
b. Conservation;
c. Business regulation and antitrust legislation;
d. The movement for public schooling;
e. The regulation of child labor.
3. Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their Economicss. (Benchmark)
People and Society:
A. Analyze the influence of different cultural perspectives on the actions of groups.
B. Analyze the consequences of oppression, discrimination and conflict between cultures.
C. Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices.
1. Explain the effects of immigration on society in the United States: (10)
a. Housing patterns;
b. Political affiliation;
c. Education system;
d. Language;
e. Labor practices;
f. Religion.
2. Analyze the struggle for racial and gender equality and its impact on the changing status of minorities since the late 19th century.
Geography:
C. Analyze the patterns and processes of movement of people, products and ideas.
1. Explain how perceptions and characteristics of geographic regions in the United States have changed over time including:
a. Urban areas;
b. Wilderness;
c. Farmland;
d. Centers of industry and technology.
2. Describe how changes in technology, transportation and communication affect the location and patterns of economic activities and use of productive resources.
Economics:
B. Explain how the U.S. Economics provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.
1. Analyze the development and impacts of labor unions, farm organizations and business organizations on the U.S. economy.
Citizenship Rights & Responsibilities:
A. Analyze ways people achieve Economicsal change, including political action, social protest and revolution.
1. Describe the ways in which Economics policy has been shaped and set by the influence of political parties, interest groups, lobbyists, the media and public opinion with emphasis on:
a. Extension of suffrage;
b. Labor legislation;
c. Civil rights legislation;
d. Military policy;
e. Environmental legislation;
f. Business regulation;
g. Educational policy.
2. Explain how civil disobedience differs from other forms of dissent and evaluate its application and consequences including:
a. Women's suffrage movement of the late 1800s
Geography:
1. Analyze the geographic processes that contributed to changes in American society including: (Benchmark)
a. Industrialization and post-industrialization;
b. Urbanization and suburbanization;
c. Immigration.
Fundamental Concepts/Conceptual Theme/The Big Idea:
The population rises as immigrants supply a willing workforce for urban industrialization and a political base for many urban politicians. Abuses in local and national Economics prompt calls for reform.
Essential/Guiding Questions (Leads the students to further inquiry and helps frame the content of the work):
What were the characteristics of city politics in this period?
In what ways were state Economicss the "laboratories of democracies"?
What were the major insurgent political movements of the time?
How did developments in technology and science influence progressivism?
How did Progressive reform influence national politics?
Content (What do you want the students to know by the end of the unit?):
The rapid growth of cities creates many changes: how to provide adequate housing, transportation, water, and sanitation and how to fight and crime. The search for solutions.
The political machines emerges as cities attempt to deal with the problems of rapid urbanization. Local and national political corruption during the Gilded Age leads to a call for reform.
African Americans lead the fight against institutionalized racism in the form of voting restrictions and Jim Crow laws.
Social and economic changes during the late 19th century create broad reform movements in American society.
Many of the social and economic changes giving rise to progressivism lead women into public life as reformers and workers.
Skills:
A. Evaluate the reliability and credibility of sources.
Interpreting visual sources:
Political cartoons Photographs
Unit Title: America becomes a World Power Dates of Unit: 3 Weeks (1st thru 2nd Quarter)
Standards, Benchmarks:
History:
C. Analyze the reasons that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled.
D. Connect developments related to World War I with the onset of World War II.
1. Trace the development of the United States as a world power with emphasis on: (10)
a. The Spanish-American War;
b. U.S. imperialism in the Far East, South Pacific, Caribbean and Central America.
2. Trace the development of the United States as a world power with emphasis on: (10)
a. The decision to enter into World War I;
b. President Wilson's Fourteen Points;
c. The Treaty of Versailles;
d. The decision of the United States not to participate in the League of Nations.
Economics:
A. Compare how different economic systems answer the fundamental economic questions of what goods and services to produce, how to produce them, and who will consume them.
B. Explain how the U.S. Economics provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.
1. Demonstrate how U.S. Economicsal policies, including taxes, antitrust legislation and environmental regulations affect individuals and businesses. (10)
2. Explain the reasons for the creation of the Federal Reserve System and its importance to the economy. (10)
Economics:
B. Analyze the differences among various forms of Economics to determine how power is acquired and used.
Citizenship rights and responsibilities:
A. Analyze ways people achieve Economicsal change, including political action, social protest and revolution.
B. Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good.
1. Explain the considerations and criteria commonly used in determining what limits should be placed on specific rights including: (10)
a. Clear and present danger;
b. Compelling Economics interest;
c. National security;
d. Libel or slander;
e. Public safety;
f. Equal opportunity.
2. Analyze instances in which the rights of individuals were restricted including: (10)
a. Conscientious objectors in World War I;
Fundamental Concepts/Conceptual Theme/The Big Idea:
To compete with other powers and to preserve democracy, America gains colonies over seas and enters WWI, although some Americans object.
Essential/Guiding Questions (Leads the students to further inquiry and helps frame the content of the work):
What was the significance of the Spanish American War?
How did America extend its power over seas after the Spanish American War?
How did the United States get involved in WWI?
What were the political and social trends in America during WWI?
Content (What do you want the students to know by the end of the unit?):
Economic and cultural factors convince U. S. policymakers to join the competition for new markets in territories overseas, Including Hawaii.
The United States goes to war with Spain over Cuban Independence and emerges with colonies in Guam, Puerto Rico, and the Philippine Islands.
Long-term tensions erupt into a devastating war among European nations, while the United States tries to remain neutral.
The war unleashes a series of disruptions in American society as the U.S. Economics attempts to meet the demands of modern warfare.
Skills (What do you want the students to be able to do at the end of the unit?):
Evaluate the reliability and credibility of sources.
Determine the credibility of sources by considering the following: (10)
a. The qualifications and reputation of the writer;
b. Agreement with other credible sources;
c. Recognition of stereotypes;
d. Accuracy and consistency of sources;
e. The circumstances in which the author prepared the source.
Unit Title: The Twenties Dates of Unit: 2 Weeks (2nd Quarter)
Standards, Benchmarks (How does this unit align with the Ohio Academic Content Standards and Benchmarks?):
History:
F. Identify major historical patterns in the domestic affairs of the United States during the 20th century and explain their significance.
1. Analyze the major political, economic and social developments of the 1920s including: (10)
a. The Red Scare;
b. Women's right to vote;
c. African-American migrations from the South to the North;
d. Immigration restrictions, nativism, race riots and the reemergence of the Ku Klux Klan;
e. The Roaring Twenties and the Harlem Renaissance;
f. Stock market speculation and the stock market crash of 1929.
People in Societies:
A. Analyze the influence of different cultural perspectives on the actions of groups.
1. Analyze the perspectives that are evident in African-American, American Indian and Latino art, music, literature and media and how these contributions reflect and shape culture in the United States. (10)
Economics:
B. Explain how the U.S. Economics provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.
1. Evaluate the effects of specialization, trade and interdependence on the economic system of the United States. (10)
Citizenship Rights & Responsibilities:
B. Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good.
4. Analyze instances in which the rights of individuals were restricted including:
a. Immigrants during the Red Scare;
Fundamental Concepts/Conceptual Theme/The Big Idea:
Americans lash out at those who are different while they enjoy prosperity and new conveniences produced and new businesses.
Essential/Guiding Questions (Leads the students to further inquiry and helps frame the content of the work):
What spurred the national economy in the 1920s?
How did American culture and society change in the 1920s?
Content (What do you want the students to know by the end of the unit?):
During the prosperous 1920s, the automobile industry and other industries flourish. Americans’ standard of living rises to new heights. Americans experience cultural conflicts as customs and values change in the United States during the 1920s. American women of the 1920s pursue new lifestyles and assume new jobs and different roles in society. African American ideas, politics, art, literature, and music flourish in Harlem and elsewhere in the United States.
Skills (What do you want the students to be able to do at the end of the unit?):
Use data and evidence to support or refute a thesis.
Analyze one or more issues and present a persuasive argument to defend a position. (10)
Unit Title: Great Depression Dates of Unit: 1 ½ Weeks (2nd Quarter)
Standards, Benchmarks:
History:
F. Identify major historical patterns in the domestic affairs of the United States during the 20th century and explain their significance.
1. Analyze the major political, economic and social developments of the 1920s including:
a. Stock market speculation and the stock market crash of 1929.
2. Analyze the causes and consequences of major political, economic and social developments of the 1930s with emphasis on:
a. The Great Depression;
b. The Dust Bowl;
Economics:
A. Compare how different economic systems answer the fundamental economic questions of what goods and services to produce, how to produce them, and who will consume them.
B. Explain how the U.S. Economics provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.
1. Analyze the impact of the Great Depression and World War II on the economy of the United States and the resulting expansion of the role of the federal Economics. (10)
Fundamental Concepts/Conceptual Theme/The Big Idea:
The economic boom of the 1920s collapses in 1929 as the United States enters a deep economic depression. Millions of Americans lose their jobs, and President Hoover in unable to end the downslide.
Essential/Guiding Questions (Leads the students to further inquiry and helps frame the content of the work):
What were the causes and consequences of the Great Depression?
What was Hoover’s approach to the economic crisis?
Content (What do you want the students to know by the end of the unit?):
Economic problems affecting industries, farmers, and consumers lead to the Great Depression.
The Great Depression brings suffering of many kinds and degrees to people from all walks of life.
President Hoover tries to restore confidence and halt the Depression, but his actions are ineffective.
Skills (What do you want the students to be able to do at the end of the unit?):
Evaluate the reliability and credibility of sources.
1. Interpret visual sources
2. Analysis political cartoons
Unit Title: New Deal Dates of Unit: 1 ½ Weeks 2nd Quarter
Standards, Benchmarks:
History:
F. Identify major historical patterns in the domestic affairs of the United States during the 20th century and explain their significance.
1. Analyze the causes and consequences of major political, economic and social developments of the 1930s with emphasis on:
a. The New Deal.
Economics:
B. Explain how the U.S. Economics provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.
1. Analyze the impact of the Great Depression and World War II on the economy of the United States and the resulting expansion of the role of the federal Economics.
Citizenship Rights & Responsibilities:
B. Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good.
1. Explain the considerations and criteria commonly used in determining what limits should be placed on specific rights including:
a. Compelling Economics interest;
b. Public safety;
Fundamental Concepts/Conceptual Theme/The Big Idea:
President Roosevelt launches a program aiming to end the Great Depression. The Depression and Roosevelt’s New Deal have profound effects on the nation.
Essential/Guiding Questions (Leads the students to further inquiry and helps frame the content of the work):
What were the major successes and failures of FDR 1st term?
What directions did the New Deal take in FDR’s second term?
What were the major social and cultural trends of the 1930s?
How successful was the New Deal overall?
Content (What do you want the students to know by the end of the unit?):
President Roosevelt takes many actions to combat the depression.
The second New Deal institutes new programs to extend federal aid and stimulate the nation’s economics.
New Deal policies and actions affect Americans in all walks of life.
The New Deal affects American society not only in the 1930s but also in the decades that follow.
Skills (What do you want the students to be able to do at the end of the unit?):
Evaluate the reliability and credibility of sources.
Use data and evidence to support or refute a thesis.
The students will be able to analysis political cartoons.
The students will be able to interpreting charts and graphs.
The students will be able to trace themes using primary source documents.
Unit Title: World War II Dates of Unit: 2 ½ Weeks (2nd Quarter)
Standards, Benchmarks:
History:
D. Connect developments related to World War I with the onset of World War II.
E. Analyze connections between World War II, the Cold War and contemporary conflicts.
F. Identify major historical patterns in the domestic affairs of the United States during the 20th century and explain their significance.
1. Analyze the impact of U.S. participation in World War II, with emphasis on the change from isolationism to international involvement including the reaction to the attack on Pearl Harbor.
2. Analyze the impact of U.S. participation in World War II with emphasis on:
a. Events on the home front to support the war effort, including industrial mobilization, women and minorities in the workforce;
b. The internment of Japanese-Americans.
Economics:
B. Explain how the U.S. Economics provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.
1. Analyze the impact of the Great Depression and World War II on the economy of the United States and the resulting expansion of the role of the federal Economics.
Citizenship Rights & Responsibility:
A. Analyze ways people achieve Economicsal change, including political action, social protest and revolution.
B. Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good.
1. Describe the ways in which Economics policy has been shaped and set by the influence of political parties, interest groups, lobbyists, the media and public opinion with emphasis on:
a. Labor legislation;
b. Civil rights legislation;
c. Military policy;
d. Business regulation;
2. Explain the considerations and criteria commonly used in determining what limits should be placed on specific rights including:
a. Clear and present danger;
b. Compelling Economics interest;
c. National security;
d. Libel or slander;
e. Public safety;
f. Equal opportunity.
Fundamental Concepts/Conceptual Theme/ The Big Idea:
An Imperfect peace leads to the rise of brutal dictators who suppress opponents and innocent people at home and attack their neighbors. Soon the United States is plunged into worldwide war causing soldiers abroad and Americans at home to join in on the war effort. This ends in a victory for the allies and transforms American society in the process.
Essential/Guiding Questions (Leads the students to further inquiry and helps frame the content of the work):
How was America drawn into the developing war in Europe and Asia?
What were the critical first steps America took after entering the war?
How did the United States mobilize its economy and scientific expertise for war?
What were the major effects of World War II on American society?
What were the purposes and effects of the Atomic Bombs dropped on Japan?
What were the major challenges the United States faced after World War II?
Content (What do you want the students to know by the end of the unit?):
The United States remains isolated from world affairs as economic and political factors lead to the rise of nationalist leaders in the Soviet Union, Germany, and Italy.
The United States provides aid to nations resisting Hitler and enters World War II after the booming of Pearl Harbor.
The United States enters the war and mobilizes its citizens and resources to give its allies unprecedented military and industrial support.
The United States, Great Britain, and the Soviet union cooperate in the fight to defeat Germany and its allies.
American wages an aggressive military campaign against Japan in the Pacific islands and finally ends the war.
Americans begin to adjust to new economic opportunities and continue social problems after World War II.
Skills (What do you want the students to be able to do at the end of the unit?):
Evaluate the reliability and credibility of sources.
Determine the credibility of sources by considering the following:
a. The qualifications and reputation of the writer;
b. Agreement with other credible sources;
c. Recognition of stereotypes
d. Accuracy and consistency of sources;
e. The circumstances in which the author prepared the source.
Unit Title: Cold War Dates of Unit: 2 Weeks (3rd Quarter)
Standards, Benchmarks:
History:
E. Analyze connections between World War II, the Cold War and contemporary conflicts.
F. Identify major historical patterns in the domestic affairs of the United States during the 20th century and explain their significance.
1. Explain how the Cold War and related conflicts influenced U.S. foreign policy after 1945 with emphasis on:
a. The Marshall Plan;
b. Communist containment, including the Truman Doctrine, Berlin Blockade and Cuban Missile Crisis;
c. The Korean War and the Vietnam War.
2. Explain major domestic developments after 1945 with emphasis on:
a. Postwar prosperity in the United States;
b. McCarthyism;
c. The space race;
d. Immigration patterns.
Citizenship Rights and Responsibilities:
B. Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good.
1. Describe the ways in which Economics policy has been shaped and set by the influence of political parties, interest groups, lobbyists, the media and public opinion with emphasis on:
a. Extension of suffrage;
b. Labor legislation;
c. Civil rights legislation;
d. Military policy;
e. Environmental legislation;
f. Business regulation;
g. Educational policy.
2. Explain the considerations and criteria commonly used in determining what limits should be placed on specific rights including:
a. Clear and present danger;
b. Compelling Economics interest;
c. National security;
d. Libel or slander;
e. Public safety;
f. Equal opportunity.
3. Analyze instances in which the rights of individuals were restricted including:
a. Intellectuals and artists during the McCarthy Era;
Fundamental Concepts/Conceptual Theme/ The Big Idea:
After WWII, tensions between the United States and the Soviet Union lead to a war without direct conflict- the Cold War. Both countries invest heavily in nuclear weapons, and the United States enters the Korean War.
Essential/Guiding Questions (Leads the students to further inquiry and helps frame the content of the work):
How did the Cold War affect the priorities of the federal Economics?
What were the social and economic trends during the Cold War?
How did fears of domestic subversion develop during the Cold War?
What were the major technological and social developments of the 1950s?
How did minority groups fare in the 1950s?
Content (What do you want the students to know by the end of the unit?):
The allied coalition falls apart as the United States and the Soviet Union find themselves in conflict with each other.
U.S. containment policies and Communist successes in China and North Korea lead to the Korean War.
The Cold War kindles a fear of Communist influence in the Korean War.
Tensions mounts between the United States and the Soviet Union as both try to spread their influence around the world.
Many Americans suffer from poverty and racial discrimination, despite unprecedented economic prosperity in the nation.
Skills (What do you want the students to be able to do at the end of the unit?):
Evaluate the reliability and credibility of sources.
Use data and evidence to support or refute a thesis.
1. Determine the credibility of sources by considering the following:
a. The qualifications and reputation of the writer;
b. Agreement with other credible sources;
c. Recognition of stereotypes;
d. Accuracy and consistency of sources;
e. The circumstances in which the author prepared the source.
2. Analyze one or more issues and present a persuasive argument to defend a position.
Unit Title: New Frontier & Great Society Dates of Unit: 2 Weeks (3rd Quarter)
Standards, Benchmarks:
History:
F. Identify major historical patterns in the domestic affairs of the United States during the 20th century and explain their significance.
12. Explain major domestic developments after 1945 with emphasis on:
a. Postwar prosperity in the United States;
b. McCarthyism;
c. The space race;
d. Immigration patterns.
Citizenship Rights & Responsibility:
A. Analyze ways people achieve Economicsal change, including political action, social protest and revolution.
1. Describe the ways in which Economics policy has been shaped and set by the influence of political parties, interest groups, lobbyists, the media and public opinion with emphasis on:
a. Extension of suffrage;
b. Labor legislation;
c. Civil rights legislation;
d. Military policy;
e. Environmental legislation;
f. Business regulation;
g. Educational policy.
Fundamental Concepts/Conceptual Theme/The Big Idea:
President Kennedy survives major confrontations with the Soviet Union but cannot get his domestic policies past Congress. President Johnson succeeds him and launches an era of liberal activity with a wide-ranging program of new laws.
Essential/Guiding Questions #9; (Leads the students to further inquiry and helps frame the content of the work):
What was the significance of the Bay of Pigs Invasion and the Cuban Missile Crisis?
How did the Civil Rights Movement and the Space Race develop in the Kennedy years?
What were the major initiatives of L.B.J.’s Great Society programs?
Content (What do you want the students to know by the end of the unit?):
Foreign affairs dominate the president campaign of 1960 and the administration of John F. Kennedy. Kennedy faces some of the most dangerous Soviet-American confrontations of the Cold War.
With the stirring phrase "the new Frontier," Kennedy outline a broad vision for progress, but Congress enacts few of his initiatives. His efforts are ended by his tragic assassination.
Lyndon B. Johnson drives the most ambitious legislative agenda through Congress since the New Deal. The landmark decisions of the Supreme Court under Chief justice Earl Warren reflect the era of liberal activism.
Skills (What do you want the students to be able to do at the end of the unit?):
Evaluate the reliability and credibility of sources.
1. Determine the credibility of sources by considering the following:
a. The qualifications and reputation of the writer;
b. Agreement with other credible sources;
c. Recognition of stereotypes;
d. Accuracy and consistency of sources;
e. The circumstances in which the author prepared the source.
Unit Title: Civil Rights Dates of Unit: 2 Weeks (3rd Quarter)
Standards, Benchmarks:
History:
F. Identify major historical patterns in the domestic affairs of the United States during the 20th Century and explain their significance.
1. Analyze the origins, major developments, controversies and consequences of the civil rights movement with emphasis on:
a. Brown v. Board of Education;
b. Changes in goals and tactics of leading civil rights advocates and organizations;
c. The linkages between the civil rights movement and movements to gain justice for other minority groups.
People in Society:
B. Analyze the consequences of oppression, discrimination and conflict between cultures.
1. Describe how the perspectives of cultural groups helped to create political action groups such as:
a. The National Association for the Advancement of Colored People (NAACP);
b. National Organization for Women (NOW);
c. American Indian Movement (AIM);
d. United Farm Workers.
4. Analyze the struggle for racial and gender equality and its impact on the changing status of minorities since the late 19th century.
Economics:
A. Analyze the evolution of the Constitution through post-Reconstruction amendments and Supreme Court decisions.
1. Examine the U.S. Constitution as a living document by analyzing its evolution through amendments and Supreme Court decisions including:
a. Plessy v. Ferguson;
b. Brown v. Board of Education;
c. Regents of the University of California v. Bakke.
Citizenship Rights and Responsibilities:
A. Analyze ways people achieve Economicsal change, including political action, social protest and revolution.
2. Explain how civil disobedience differs from other forms of dissent and evaluate its application and consequences including:
a. Women's suffrage movement of the late 1800s;
b. Civil rights movement of the 1960s;
c. Student protests during the Vietnam War.
4. Analyze instances in which the rights of individuals were restricted including:
a. Conscientious objectors in World War I;
b. Immigrants during the Red Scare;
c. Intellectuals and artists during the McCarthy Era;
d. African-Americans during the civil rights movement.
Fundamental Concepts/Conceptual Theme/The Big Idea:
After decades of discrimination, African American begin a struggle for equality. They make gains against unfair laws in South, but as the movement reaches northern cities, gains are fewer.
Essential/Guiding Questions (Leads the students to further inquiry and helps frame the content of the work):
How did the Civil Rights Movement gain force in the 1950s?
What were the domestic conflicts Americans faced in 1950s?
How did the Civil Rights Movement develop in the Kennedy and Johnson years?
How and why did the Civil Rights Movement become more militant in the late 1960s?
Content (What do you want the students to know by the end of the unit?):
African Americans use strong organization and nonviolent tactics to confront the South’s policies of segregation and racial inequality.
Civil rights activists break down numerous racial barriers through continued social protest and prompting of landmark legislation.
The civil rights movement turns north, new leaders emerge, and the movement become more militant, thus leaving behind a mixed legacy.
Skills (What do you want the students to be able to do at the end of the unit?):
Use data and evidence to support or refute a thesis.
3. Analyze one or more issues and present a persuasive argument to defend a position.
Unit Title: The Vietnam Era Dates of Unit: 2 Weeks (3rd Quarter)
Standards, Benchmarks:
History:
E. Analyze connections between World War II, the Cold War and contemporary conflicts.
F. Identify major historical patterns in the domestic affairs of the United States during the 20th century and explain their significance.
13. Trace social unrest, protest and change in the United States including:
a. Antiwar protest during the Vietnam War;
b. The counterculture movement;
c. The women's liberation movement.
14. Analyze the origins, major developments, controversies and consequences of the civil rights movement with emphasis on:
a. Brown v. Board of Education;
b. Changes in goals and tactics of leading civil rights advocates and organizations;
c. The linkages between the civil rights movement and movements to gain justice for other minority groups.
People in Society:
B. Analyze the consequences of oppression, discrimination and conflict between cultures.
1. Describe how the perspectives of cultural groups helped to create political action groups such as:
a. The National Association for the Advancement of Colored People (NAACP);
b. National Organization for Women (NOW);
c. American Indian Movement (AIM);
d. United Farm Workers.
Economics:
B. Analyze the differences among various forms of Economics to determine how power is acquired and used.
2. Explain why the 19th and 26th Amendments were enacted and how they affected individuals and groups.
Citizenship Rights and Responsibilities:
A. Analyze ways people achieve Economicsal change, including political action, social protest and revolution.
2. Explain how civil disobedience differs from other forms of dissent and evaluate its application and consequences including:
a. Women's suffrage movement of the late 1800s;
b. Civil rights movement of the 1960s;
c. Student protests during the Vietnam War.
Fundamental Concepts/Conceptual Theme/The Big Idea:
The United States enters a war in Vietnam, which results in the deaths of tens of thousands of U.S. soldiers into bitterly opposed camps, and a lasting impact on U.S. foreign policy. This era of protest and conflict will inspire Latin Americans, Native American, women, and young Americans to seek greater equality and a stronger voice in Economics.
Essential/Guiding Questions (Leads the students to further inquiry and helps frame the content of the work):
What problems did the U.S. face in fighting communist aggression in Vietnam?
How did the antiwar and countercultural movements make themselves felt throughout American society?
How did social divisions emerge in this period?
How successful was Nixon’s policy of Detente?
Content (What do you want the students to know by the end of the unit?):
America slowly involves itself in the war in Vietnam as it seeks to halt the spread of Communism.
An antiwar movement emerges in the United States, pitting those who oppose the Economics’s war policy against those who support it.
A shocking enemy attack in Vietnam, two assassinations, and a chaotic political convention help make 1968 the most explosive year of the decade.
The nation’s longest war ends after nearly ten years and leaves a lasting impact on U.S. policy and American society.
The nation’s Latinos, Native Americans, and women demand greater equality.
Groups of disillusioned youths shun the social activism of the time and choose instead to "drop out" of society and established their own way of life.
Skills (What do you want the students to be able to do at the end of the unit?):
Evaluate the reliability and credibility of sources.
Use data and evidence to support or refute a thesis.
1. Determine the credibility of sources by considering the following:
a. The qualifications and reputation of the writer;
b. Agreement with other credible sources;
c. Recognition of stereotypes;
d. Accuracy and consistency of sources;
e. The circumstances in which the author prepared the source.
2. Critique evidence used to support a thesis.
3. Analyze one or more issues and present a persuasive argument to defend a position.