History Through Film Grades 11-12 The

HISTORY THROUGH FILM GRADES 11-12

THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618

BOE Approval Date: August 29, 2016 Michael Nitti Written by: District Social Studies Teachers Superintendent

In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

TABLE OF CONTENTS

Page

Unit 1: In Search of the American Dream (15 Days) 1

Unit 2: Foundations of America (10 Days) 5

Unit 3: Immigration (10 Days) 8

Unit 4: Media’s Role in America (8 Days) 11

Unit 5: Depictions of War (12 Days) 14

Unit 6: The Cold War (5 Days) 17

Unit 7: America’s Role in the World/Foreign Issues (10 Days) 20

Unit 8: Modern Economics (10 Days) 23

Unit 9: Culminating Project (10 Days) 26

UNIT 1: IN SEARCH OF THE AMERICAN DREAM (15 DAYS)

Why Is This Unit Important?

This unit will examine the search for the American dream throughout different time periods in American history. The drive to achieve the American dream acts as an omnipresent catalyst for our economy, politics and society. Various factors such as race, gender and socioeconomic standing play a large role in the availability of the American dream. These same crucial factors also influence the different interpretations of the American dream.

Enduring Understanding

• The American dream possesses influence throughout American history (overarching) • The American dream fuels major economic, social and political change in history (overarching) • Throughout American history, certain aspects of the American dream remain the same and certain aspects change (overarching) • Different background factors such as ethnicity, race, gender and social standing create an exponential amount of variations on the American dream (topical) • Case studies from the Revolutionary time period, the Civil War, the Great Depression, The Women’s Suffragist Movement, the Cold War, Civil Rights Movement, and modern day provide useful examples for studying the evolution of the American Dream (topical)

Essential Questions

• What is the American Dream? • Is the American dream a myth? • Is the American dream open to every race, gender, social class and ethnicity? • Is social mobility in the United States real or has this concept stalled out over the years? • Are the different methods of achieving the American dream viable for everyone? • How has the American dream evolved over the years?

Acquired Knowledge

• Create a definition for the American dream • Identify various methods for achieving the American dream • Identify the concept of social mobility • Explain different methods for attaining the American dream • Identify the role of social class, gender and race in the American dream

• Explain the effects of the American Revolution, the Civil War, the Great Depression, the Women Rights movement, the Cold War, The Civil Rights Movement, and modern day on the American dream • Explain the connection between the Enlightenment and the American dream during the Revolutionary time period • Compare and contrast the attempts to expand the American dream to ethnic and racial minorities, and women • Explain the importance Protestant/Calvinist work ethic to the development of the American dream • Explain the importance of education in the American dream • Describe the role of athletics, fame and celebrity status in the evolution of the American dream

Acquired Skills

• Analyze films regarding each of the time periods • Summarize articles regarding each of the time periods • Compare and contrast the interpretations of the American dream during different time periods • Analyze primary and secondary sources regarding the different time periods • Debate the effects of race, social class and gender on the American dream • Use MLA format for citations of articles and films in a formal essay • Evaluate the evolution of the American dream in a formal essay

Benchmark Assessment

Formative: • Quote/Photo Essay Analysis - Find a quote or photo that represents the American Dream and explain it • Discussion on the goals of the American Dream, the Protestant Work Ethic, and the evolution of the American Dream • Debate on the availability of the American Dream: Is the American Dream open to everyone? Which groups are excluded from the American Dream? Has this changed over the years? If yes, provide examples. • Socratic circles discussing the success of the American educational system as being the great equalizer for the American Dream; discussing recent reforms to the educational system including No Child Left Behind and “The Race to the Top” program • Guiding Questions for each movie

Summative: • Essay on incremental change vs. large scale rapid change - Students will discuss the way that change occurs in the United States. The question for this essay will force students to look at the origins of major changes in the United States.

• Essay - Students will write a two to three page paper discussing the evolution of the American Dream discussing the effects of modern events on methods of achieving the American Dream.

Instructional Materials

• Movie Clips: O Brother Where Art Thou 2000, October Sky 1999, Revolutionary Road 2008, Malcolm X 1992, Hoop Dreams 1994

• Articles: Reviews and articles related to each of the films, Max Weber’s definition of the Protestant Work Ethic, George Will on American Dream from the Atlantic 2007, Vanity Fair article Rethinking the American Dream April 2009, The Effects of Sputnik on the Educational System by Roger Launius 1995, Looking Back on Broken Dreams by Michael Wise Washington Post 2004

• Books:

Carnes, Mark. Past Imperfect: A History According to the Movies . New York: Holt, 1995, Print

Hollitz, John. Thinking through the Past: A Critical Thinking Approach to U.S. History. New York, NY: Houghton Mifflin Company, 2001

Kozol, Jonathan. Savage Inequalities: Children in America’s Schools. New York, NY: Harper Perennial, 1992

Weinstein, Allen. The Story of America: Freedom and Crisis from Settlements to Superpower. New York, NY: DK Publishing, 2002

• Primary Sources: Various quotes from famous Americans regarding the American Dream, The Declaration of Independence, Excerpts from Booker T. Washington’s 1895 “Atlanta Exhibition Speech”, Excerpts from the Souls of Black Folk by W.E.B Dubois, Huey Long’s “Share the Wealth Speech” in 1934, excerpts of the No Child Left Behind Act of 2001 from Congress’ website

Accommodations and Extensions

• The higher level students will be given excerpts from The Conservative Mind by Kirk 1985 and A People’s History of the United States by Zinn 2004 to supplement the readings from Weinstein’s The Story of America.

NJCCS Standards

6.1.12.A.2.a; A.4.c,d; A.6.c; A.13.a,b 6.1.12. B.5.a,b 6.1.12. C.5.b; C.7.b; C.12.c,d; C.13a,c

6.1.12.D.2.b,d; D.3.d,e; D.5.d; D.6.c 6.1.13.D.13a,c

Interdisciplinary Connections

• The students will work on their writing skills during their composition of two formal essays.

Technology Integration

• Use of private online chat rooms involving the technique of back channeling. Students will answer discussion questions in an online chat room while watching some of the films.

UNIT 2 FOUNDATIONS OF AMERICA (10 DAYS)

Why Is This Unit Important?

This unit will focus on different interpretations of historical events in early colonial America, the Revolutionary War, and Antebellum America. Events from these time periods are important to the foundations of American history and culture, yet legend, myth and error surround the events from these time periods. This unit will investigate the sources of misinformation and reconfigure a factual based interpretation of the events.

Enduring Understanding

• Historians have many different views on the intentions of the Founding Fathers (topical) • Students will identify and confront common misconceptions regarding the formative years of the United States (topical) • Students will evaluate the reliability, bias, opinions and underlying agendas of research sources (overarching) • Throughout American history, politicians from the liberal and conservative sides make compromises to achieve a perceived greater good (overarching) • Some key figures in the “mythology of the United States” live up to their legendary status, while others possess many flaws upon closer inspection (overarching) • The debate over the economics, constitutionality, and morality of slavery contributed to regional tensions during the formative years of the United States (topical) • Many modern historians continue to use the issue of slavery as a means for assessing key figures in American history (topical) • The political values of historians and authors influence their interpretations of past events (overarching)

Essential Questions

• How has your understanding of early American history changed over the years (from elementary school to present day)? • How do your views on the creation of the United States and early stages of American history influence your interpretation of being an American? • How do political bias and personal opinion influence the understanding of American history? • Should key historical figures from American history be judged on current standards of morality or standards of morality from their time periods? • Do political compromises produce generally immoral politicians? (Do the ends justify the means?)

Acquired Knowledge

• Identify cause, effects, goals and legacy of the Revolutionary War. • Compare and contrast historically accurate accounts of early American history and popular film portrayals of the time periods. • Analyze the different political goals of the early political parties. • Assess the importance of the Amistad case in the debate over slavery. • Debate the intentions and effects of inaccurate portrayals about early American history.

Acquired Skills

• Identify political bias and opinions present in historical sources, films and articles. • Identify the underlying goals of historical sources, films and articles. • Analyze films regarding each of the time periods. • Summarize articles regarding each of the time periods. • Critique the arguments of historians, filmmakers and any other writers regarding their views on early American history. • Create a balanced argument about an important event or figure from the time period.

Instructional Materials

• Movie Clips: The Patriot 2000, The New World 2005, John Adams 2007, Amistad 1997, The Alamo 2004, Pocahontas 1995, and Birth of a Nation 1915

• Articles: Smithsonian article on Swamp Fox July 2007, Article on the Amistad Case: "Incited by the Love of Liberty" The Amistad Captives and the Federal Courts By Bruce A. Ragsdale appearing in the Prologue Magazine Spring 2003 and a Historical Review of the John Adams HBO Miniseries appearing in the Boston Times

• Books:

Carnes, Mark. Past Imperfect: A History According to the Movies . New York, NY: Holt, 1995, Print

Loewen, James. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York, NY: Touchstone, 1996

Vankin, Jonathan. Based on a True Story: Fact and Fiction in 100 Movies . Chicago, IL: Chicago Printing Company, 2005 Weinstein, Allen . The Story of America: Freedom and Crisis from Settlements to Superpower. New York, NY: DK Publishing, 2002

Benchmark Assessments

Formative: • Guiding questions for each movie • Discussion of readings, guiding questions and the movies • Debate on the effects of historical movies on the general public’s perception of important historical events

Summative: • Unit Test: Short answer and essay questions asking to compare and contrast the images and events presented in movies with scholarly historical accounts of the events. The essay question will have the students assess the historical significance of the Amistad case.

Accommodations and Extensions

• A review station will be set up for students that are struggling with the “Lies My Teacher Told Me.” Students will receive small group instruction on active reading strategies and graphic organizers to help breakdown the readings.

List of Applicable NJCSS

6.1.12.A.2.f; A.3.a,i; A.4.b; A.5.b 6.1.12.D.2.a; D.14.d

UNIT 3 IMMIGRATION (10 DAYS)

Why Is This Unit Important?

The issue of immigration lies at the foundation of American history. The history of immigration in the United States influenced a variety of different time periods and important issues. Throughout different time periods in American history, immigration played a key role in politics, economics and culture. This unit will address the effects of immigration on these important events and explore the controversial context of immigration in modern times.

Enduring Understanding

• The evolution of America from colonies to modern day is closely linked to the issue of immigration (topical) • The United States’ attraction for immigrants is closely tied together with the defining qualities of the American dream (overarching) • In most cases, the immigrants deal with issues of discrimination based on ethnicity, religion and race (topical) • The issue of immigration influences political races and the general political climate of the country (topical)

Essential Questions

• What is the connection between the American Dream and immigration? • Should there be restrictions on immigration? • What are some possible solutions to the problems related to immigration?

Acquired Knowledge

• Analyze the connection the connections between the American dream and immigration • Identify the ethnic, economic, international and cultural factors contributing to the different waves of immigration • Compare and contrast the experiences of immigrants with coming from Europe to the experiences of immigrants coming from Asia, Latin America and Africa • Examine the patterns of xenophobia and discrimination demonstrated towards immigrants from different ethnicities • Analyze the effects of immigration on the economy, specifically regarding issues of GDP, unemployment, government services, taxes and wage reduction

Acquired Skills

• Analyze films regarding each of the time periods • Summarize articles regarding each of the time periods and films • Debate over strategies for dealing with problems related to illegal immigration • Discuss the patterns of xenophobia and discrimination • Analyze statistics related to the economic impact of immigration

Benchmark Assessments

Formative: • PowerPoint presentations analyzing the different phases of immigration in the United States. Each group will work on a specific time period discussing the major ethnicities to come to the United States during that period. The students will have to research the discrimination shown towards various groups, their job opportunities, religion and their overall assimilation process. • Formal debate regarding current legislation for immigration. • Guiding questions and discussion to review the movie questions.

Summative: • Statistical Analysis project: Students will research the current effects of immigration on the United States. The students will analyze statistics from the census bureau on immigration and then develop conclusion regarding immigration’s effects on the economy, education, housing and unemployment rates. The students will develop a series of at least three solutions to dealing with any problems or perceived surrounding illegal or legal immigration and then poll other students on possible solutions to immigration problems.

Instructional Materials

• Movie Clips: Gangs of New York 2002, In America 2002, Traffic 2000, The Three Burials of Melquiades Estrada 2005, Episodes of Border Wars 2010 and The Lost Boys of Sudan 2003 • Articles: “The Great Immigration Debate” by Patricia Smith The New York Times Upfront , Vol. 143, September 6, 2010

• Book excerpts:

Mills, Nicolaus. Arguing Immigration: The Changing Faces and Ethnicities of American Immigrants and Coming to America: A History of American Immigration. New York, NY: Simon and Schuster, 2007

Weinstein, Allen. The Story of America: Freedom and Crisis from Settlements to Superpower. New York, NY: DK Publishing, 2002

Interdisciplinary Connections

• Statistical analysis project will require students to use mathematics to produce logical conclusions.

List of Applicable NJCSS

6.1.12.A.5.c,d; A.13.c 6.1.12.B.14.a 6.1.12.D.3.b; D.5.d; D.6.a

Technology Integration

• Students will use PowerPoint presentations to show their findings about the history of immigration in the United States.

UNIT 4: MEDIA’S ROLE IN AMERICA (8 DAYS)

Why Is This Unit Important?

This unit will examine the changes in the news media industry over the past sixty years. The rapid expansion of 24-hour news coverage greatly influences a variety of different facets of our society including politics, economics and popular culture. The recent increase in blatant bias from the liberal and conservative perspectives creates a dangerous atmosphere for students to gather information. This unit will also help the students identify bias and analyze the motivating factors behind this bias.

Enduring Understanding

• Every free and democratic society needs to have a free and independent media in order to encourage the participation of citizens (overarching) • The media plays an important role in producing the general public’s opinions on politics, culture, economics and current events (overarching) • The business side of the media industry creates numerous questions of morality regarding the methods of delivering the news (topical) • There seems to be a constant struggle between people in the media industry who are concerned with delivering the news to the masses and the people who are concerned with the profit margin (topical) • The conflict between sensationalism and hard journalism occurs during case studies such as the Spanish American War, McCarthyism and current times.

Essential Questions

• Is a free and independent media important for the United States? • Is it possible for a media outlet to deliver the news without a political bias? • Should media outlets be concerned with profits or should they be funded in some other way? • Should the news be a form of entertainment? • What are the positive and negative aspects of past forms of media and current forms of media? • Is 24-hour news coverage a positive or negative aspect of our society?

Acquired Knowledge

• Students will be able to identify the role of media in politics, culture and economics • Students will be able to recognize and evaluate bias in the media • Students will compare and contrast the role of sensationalism in the media during different stages in American history • Evaluate the effects of the current media outlets on the general public

• Students will be able to assess the influence of profits and ratings on media

Acquired Skills

• Summarize and analyze articles • Analyze the political bias in films, newspapers, TV coverage and various forms of media • Evaluate the effects of political bias on our current society • Differentiating between sensationalism and valid journalism • Creating a system for analyzing media sources to assist in being able to choose a media outlet.

Instructional Materials

• Movie Clips: Good Night and Good Luck 2005 from nightly news broadcast, PBS News Hour CNN, NBC News ABC News Fox News, and the Daily Show

• Articles: Updated current event articles from a variety of different media outlets including The Wall Street Journal, Newsweek, The New York Times, The New York Post, The Trenton Times, and the Trentonian

• Books:

Carnes, Mark. Past Imperfect: A History According to the Movies . New York, NY: Holt, 1995, Print

Kerbel, Matthew. Remote and Controlled. Boulder, CO: Westview Press, 1997

Vankin, Jonathan. Based on a True Story: Fact and Fiction in 100 Movies . Chicago, IL: Chicago Printing Company, 2005

Benchmark Assessments

Formative: • Guiding Questions corresponding with the movie • Discussion to review the movie and different media clips

Summative: • Evaluation of current media outlets - The class will use Google docs or wikispaces to create a checklist for evaluating the accuracy, bias, intention and importance of a news broadcast. The students will then watch a few media clips in class and use the checklist to evaluate the media outlet. Students will write a paper that discusses their conclusions regarding each of the media outlets.

Interdisciplinary Connections

• The media conclusion paper will develop the students writing abilities

List of Applicable NJCSS

6.1.12.A.16.a 6.1.12.D.5.a; D.7.b; D.12.e

Technology Integration

• Students will use wikispaces or google docs to produce a checklist for evaluating media

UNIT 5: DEPICTIONS OF WAR (12 DAYS)

Why Is This Unit Important?

This unit will examine the United States’ involvement in wars ranging from World War I to modern day. World War I, World War II, the Korean War, the Vietnam War, the Persian Gulf War, and the current wars in Iraq and Afghanistan greatly influence American culture, politics and economic status. The historical context surrounding the cause and effects of the wars greatly influences the depictions of each war. A close examination of the historical context of the wars, the general population’s opinion of the wars, possible bias and any other agendas, will force the students to engage the war films as something more than just an action movie.

Enduring Understanding

• Students will evaluate depictions of World War I, World War II, the Korean War, the Vietnam War, the Persian Gulf War, and the current wars in Iraq and Afghanistan. • Students will be able to analyze the effects of technology, weapons and different military strategies. • Students will be able to recognize the films’ political bias based on the ways in which the war is depicted. • Students will be able to make connections between the causes and effects of World War II, the Vietnam War, and the two wars with Iraq. • Students will be able to compare and contrast guerilla warfare tactics of the past and the urban guerilla warfare tactics of the present. • Students will be able to analyze the reasons for American involvement in World War II, the Vietnam War, and the two wars with Iraq. • Students will assess the role of the military industrial complex in the United States’ involvement in wars.

Essential Questions

• How has war influenced the development of the United States? • How are different wars portrayed in the United States? • How do political views influence people’s opinions about wars? • Are the films accurate portrayals of World War II, Vietnam, and the two wars with Iraq? • Are there good wars and bad wars? • Was the United States justified in getting involved with World War II, Vietnam and Iraq? • Does a positive result of any war justify the means of achieving the result? • Should the United States have dropped the atomic bomb on Japan?

• Did the United States have a justified cause for getting involved in Vietnam, Persian Gulf War and the current Iraq War?

Acquired Knowledge

• Identify the causes and effects of World War II, the Vietnam War, and the two wars with Iraq. • Describe strategies and technology used in World War II, the Vietnam War, and the two wars with Iraq. • Recognize bias in the individual film’s depiction of war. • Explain pro and con arguments for the United States’ actions during World War II, the Vietnam War, and the two wars with Iraq. • Evaluate the role of the United States in each of these wars.

Acquired Skills

• Analyze films regarding each of the wars. • Summarize articles regarding each of the wars. • Use of critical thinking to recognize bias and opinion presented in the films and articles. • Debating the reasons for going to war and the morality associated with key events in the wars. • Analyze primary and secondary sources regarding each of the wars.

Benchmark Assessments

Formative: • Guiding Questions for each film in the unit and discussion to review questions. • Series of Debates: Students will debate a specific topic for each war. The topics will be as follows: • World War I: Should the U.S. have gotten involved? • World War II: Should the U.S. have used nuclear weapons against Japan? • Korean War: Was General MacArthur or Harry Truman justified in their actions? • Vietnam War: Did the invasion of Vietnam prevent the spread of communism? • Two Wars in Iraq: Is it the United States’ responsibility to help spread democracy throughout the world? • Afghanistan: Should the United States remain in Afghanistan?

Instructional Materials

• Movie Clips: Joyeux Noel 2005, Letters from Iwo Jima 2006, Flags of Our Fathers 2006, The Pacific 2010, Downfall 2004, M.A.S.H. 1972, Green Berets 1968, Apocalypse Now 1979, We Were Soldiers 2002, Three Kings 1999, and Hurt Locker 2009

• Articles: “Rethinking the Lessons of Vietnam” by Jon Meachem in Newsweek November 7 th 2009

• Book excerpts:

Carnes, Mark. Past Imperfect: A History According to the Movies . New York, NY: Holt, 1995, Print

Hollitz, John. Thinking through the Past: A Critical Thinking Approach to U.S. History. New York, NY: Houghton Mifflin Company, 2001

Loewen, James. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York, NY: Touchstone, 1996

Vankin, Jonathan. Based on a True Story: Fact and Fiction in 100 Movies . Chicago, IL: Chicago Printing Company, 2005

Weinstein, Allen. The Story of America: Freedom and Crisis from Settlements to Superpower. New York, NY: DK Publishing, 2002

List of Applicable NJCSS

6.1.12.A.7.a; A.11.d; A.12.a,b 6.1.12.D.15.b,c

UNIT 6: THE COLD WAR (5 DAYS)

Why Is This Unit Important?

The Cold War Era had a monumental effect on the United States’ current standing in the world. This unit encourages students to make connections between current events and events from the era. Films from this time period explored various issues such as the paranoia developing from the Red Scare and McCarthyism, social conformity and the rebellion to social norms, the effects of the containment policy and the domino theory, and tenuous balance of power between the United Stated and the Soviet Union. Students will examine the roots of current social problems, international conflicts involving the United States, and major cultural shifts during this time period.

Enduring Understanding

• The American victory in the Cold War led to the United States ascending to the sole superpower in the world • After the end of the Cold War, the economic policies of communism generally faded away in most areas (even in the countries that are still nominally communist) • The Cold War created a sense of fear in the American psyche • Politicians attempted to use the fear of the general public to their advantage • The containment policy and the domino theory limited the spread of communism in some cases while also creating deep seated feelings of resentment in other countries • The economic policies of communist dictatorial regimes created large scale political and economic unrest within the communist countries • The United States assisted foreign governments that attempted to prevent communism from spreading across their countries • Current problems in Eastern Europe, Russia, the Middle East, Afghanistan and parts of Latin America are connected to events from the Cold War

Essential Questions

• Was the Cold War inevitable? • Did nuclear weapons help or hurt the peace process during the Cold War? • Should the United States have provided financial and military assistance for non- communist governments? • Can a communist system succeed at providing economic benefits and political rights to individuals? • What is the most important job of a democratic government? Should it focus on keeping its citizens safe or should it focus on maintaining its citizens’ personal rights?

• Can a democratic country peacefully coexist with a communist country? Does the democratic country have an obligation to spread democracy (possibly through violent means if necessary)? • Did Hollywood films contribute to the Red Scare? • Were American films dealing with Cold War simply patriotic or propaganda? • Is propaganda always bad?

Acquired Knowledge

• Identify causes and effects of the Cold War • Explain/review containment policy, domino theory, Red Scare and McCarthyism • Analyze the role of nuclear weapons in the development of the Cold War • Compare and contrast the ideologies of the United States and the Soviet Union • Examine the causes and the results of the Red Scare • Compare the Red Scare to previous witch hunts in American history • Analyze the connections between current problems in the world and American and Soviet foreign policy decisions

Acquired Skills

• Debate the necessity of nuclear weapons as means for maintaining peace • Reading comprehension and analysis of articles related to the time period • Analyzing the historical relevance, validity and cultural commentary presented in films from the unit • Use of critical thinking to recognize bias and opinion presented in the films and articles • Analyze primary and secondary sources regarding each of the wars

Benchmark Assessments

Formative: • Discussion on whether or not nuclear weapons helped preserve peace or made it impossible during the height of the Cold War. Students will contribute to the discussion in the form of Socratic circles. • Guiding Questions for each film in the unit and discussion to review questions.

Summative: • Cold War Propaganda Project: Create their own version of Cold War propaganda using podcasts and windows movie maker. Students can use the perspective of the United States.

Instructional Materials

• Movie clips: Doctor Strangelove 1964, Atomic Café 1982, 13 Days 2000, The Hunt for the Red October 1990, The Lives of Others 2006, Red Dawn 1984, Rocky 4 1985

• Articles: “Cold War Clarity” by John Barry appearing in Sept 2009 Newsweek.

• Book Excerpts:

Carnes, Mark. Past Imperfect: A History According to the Movies . New York, NY: Holt, 1995, Print

Hollitz, John. Thinking through the Past: A Critical Thinking Approach to U.S. History. New York, NY: Houghton Mifflin Company, 2001

Vankin, Jonathan. Based on a True Story: Fact and Fiction in 100 Movies . Chicago, IL: Chicago Printing Company, 2005

Weinstein, Allen. The Story of America: Freedom and Crisis from Settlements to Superpower. New York, NY: DK Publishing, 2002

Interdisciplinary Connections

• Development of reading analysis skills, reading informational text (primary sources and secondary sources.

List of Applicable NJCSS

6.1.12.A.5.a; A.12.a; A.15.a 6.1.12.B.5.b; B.12.a 6.1.12.C.12.a 6.1.12.D.12.b

UNIT 7: AMERICA’S ROLE IN THE WORLD/FOREIGN ISSUES (10 DAYS)

Why Is This Unit Important?

The process of globalization places an increase on the importance of understanding American foreign policy and international relationships. The rapid development of strong economic and political ties to foreign countries creates a variety of benefits and problems for the United States. This unit will examine the positives and the negatives that flow out of American foreign policy.

Enduring Understanding

• The United States possesses the power to influence many countries through political decisions, the military, culture, economics and technology • In the global age other countries including smaller countries have the potential to influence the United States in dramatic ways • The United States has a long history of intense debate between those that want to maintain an isolationist stance and those that want the United States to assume responsibility for dealing with the world’s problems • The United States has been forced to decide whether or not it should get involved in foreign civil wars, coup d’etats, genocides, relief for natural disasters, and foreign wars • The United States plays an important role as a third party mediator in Middle Eastern peace negotiations • The global network of radical fundamentalist Muslims threatens stability in many parts of the world thereby influencing the United States’ policy making decisions • International corporations associated with the U.S. economic interests and powerful organizations such as IMF, WTO and the World Bank influence the development of economies in foreign countries • U.S. consumer demands and companies’ attempts to increase revenues are directly linked to deplorable working conditions in places throughout the world

Essential Questions

• Should the United States get involved in foreign countries’ wars? • Should the United States attempt to prevent genocides at the possible expense of American lives? • Do the economic rewards for getting involved with Middle Eastern countries outweigh the risks? • Is the United States responsible for spreading democracy throughout the world? • Is it immoral for a company to make profits in a country with a struggling economy? • Should the American public be concerned about the methods of production for their consumer goods?

Acquired Knowledge

• Identify different ways that the United States influences the rest the world; include the commercial appeal of American culture, economic restrictions and trade sanctions, military involvement, covert campaigns and political pressure • Compare and contrast specific cases that exemplify US Foreign Policy in Africa (Rwanda and Somalia), Eastern Europe (Bosnia, Serbia, and Kosovo), the Middle East (Saudi Arabia and Afghanistan), South and Central America (El Salvador and Venezuela), and Asia (China) • Describe factors and conditions that allow genocides to happen in a country • Explain the United States’ reasons for getting involved in conflicts in Somalia and the former Yugoslavian republics in the 1990s, but not Rwanda • Explain connections between problems that developed in foreign countries during the Cold War and current problems in those same countries • Analyze the general patterns of famine, genocide, deficits, coup d’etats, civil war, economic struggles, and numerous other internal problems in many of these countries • Articulate their views on America’s role in the world • Create evaluations of foreign countries’ governments and economies

Acquired Skills

• Analyzing the historical relevance, validity and cultural commentary presented in films from the unit • Use of critical thinking to recognize bias and opinion presented in the films and articles • Analyze primary and secondary sources regarding each of the wars

Instructional Materials

• Movie Clips: Documentary on Rwanda, Blood Diamond 2006, Last King of Scotland 2006, Charlie Wilson’s War 2007, The Kingdom 2007, Syriana, The Bourne Ultimatum 2007, Frontline documentaries on Hugo Chavez 2007 and Iran 2009

• Book excerpts:

Carnes, Mark. Past Imperfect: A History According to the Movies . New York, NY: Holt, 1995, Print

Friedman, Thomas. The World is Flat. New York, NY: Farrar, Strauss and Giroux, 2004

Vankin, Jonathan. Based on a True Story: Fact and Fiction in 100 Movies . Chicago, IL: Chicago Printing Company, 2005

Weinstein, Allen. The Story of America: Freedom and Crisis from Settlements to Superpower. New York, NY: DK Publishing, 2002

Benchmark Assessments

Formative: • Students will create a general narrative about the different phases of United States involvement in foreign countries Post World War I • Guiding Questions for each film in the unit and discussion to review questions

Summative: • Evaluations of Countries PowerPoint presentations: Students will evaluate different regions of the world based on literacy rates, birth rates, infant mortality rate, gross domestic product, average per capita household, a presence of major infectious diseases. Students will also assess the countries’ relationship with the United States. What is their current standing with the U.S? What are the positives and negatives of the U.S. relationship with these countries? What are the reasons for this? How do organizations like the IMF, World Bank, and the WTO influence these countries?

Interdisciplinary Connections

• Reading comprehension and analysis of articles related to the time period

List of Applicable NJCSS

6.1.12.A.5.d; A.15.b,c,d,e,f 6.1.12.D.15.a,c,d

Technology Integration

• Appropriate use of online resources to do research for writing activities; exploring websites such as CIA World Fact Book, BBC country profiles, and Oxfam • Students will also use PowerPoint presentations to present their evaluations of foreign countries

UNIT 8: MODERN ECONOMICS (10 DAYS)

Why Is This Unit Important?

This unit will focus on the evolution of the American economy from the rise of industrialization to globalization and modern times. As the United States moves away from a manufacturing-based economy to a service-based economy, it is important for students to understand the current expectations for young people attempting to enter the work force. This unit will also look at the root of many of the problems in the current economy and ask students to propose possible solutions to these problems.

Enduring Understanding

• The United States’ economy has shifted from a primarily manufacturing-based economy to a service-based economy (topical) • A general decrease in the amount of government restrictions on trade encouraged the globalization or homogenization of economies around the world (overarching) • Transitional periods in a country’s economy possess the potential to cause widespread unemployment and many social problems associated with a lack of jobs (overarching) • The decline of industrial cities follows a general pattern (overarching) • Students will analyze models of positive economic development and create their own models for solving problems related to the changes in the economy (overarching)

Essential Questions

• Which type of economy do you think is better for the United States, a manufacturing economy or a service-based economy? • Is outsourcing good or bad for our economy? • Do you think that the government should regulate the economy? • Do the benefits of globalization outweigh the negatives? • Are some companies “too big to fail?” • What steps should industrial cities take to solving major problems related to the shift in their economies? • To what extent should the government help companies and individuals that are struggling to adapt to the new service based economy? • What are some possible solutions to solving problems in struggling industrial cities?

Acquired Knowledge

• Identify the following terms: globalization, outsourcing, downsizing, glass ceiling, recession, foreclosure, trickle down economics, and Keynesian economics • Explain the evolution of America’s economy from a primarily manufacturing- based economy to a service-based economy • Discuss the rise of labor unions in American History and the current problems for these unions • Analyze the causes of globalization and outsourcing • Identify and analyze the causes of 2007 recession • Compare and contrast the causes and effects of recessions and the Great Depression • Evaluate the government’s response to the Great Depression, labor disputes, and the 2007 recession • Assess the problems in cities that used to be centers for manufacturing and industrial • Research and create a plan for dealing with problems in the formerly industrial cities

Acquired Skills

• Reading comprehension and analysis of articles related to the time period • Analyzing the historical relevance, validity, and cultural commentary presented in films from the unit • Use of critical thinking to recognize bias and opinion presented in the films and articles • Analyze primary and secondary sources regarding each of the wars

Benchmark Assessments

Formative: • Guiding Questions for each film in the unit and discussion to review questions

Summative: • Industrial City Project - Students will research the causes of a large decrease in manufacturing jobs, outsourcing, and the expansion of “rustbelt” areas. The students will also look at cities that have rebounded from these problems. At the end of the project the students will present solutions that have solved major problems in the cities that have rebounded and offer some possible new solutions. • The Recession Presentations - Each group will research one aspect of the recent recession. Topics include: Bank failures, government bailouts, the deficit, the housing bubble/foreclosures, credit crisis, outsourced jobs, unemployment rates, and foreign economic struggles.

Instructional Materials

• Movie Clips: Hoffa 1992, Roger and Me 1989, Wall Street 1987, Glengary Glenross 1992, Boiler Room 2000, Documentary Is Walmart Good for America? , Frontline pieces on Recession 2009 and 2010

• Articles: The Capitalist Manifesto by Fareed Zakaria appearing in June 13 2009 Newsweek.

• Book excerpts:

Carnes, Mark. Past Imperfect: A History According to the Movies . New York, NY: Holt, 1995, Print

Friedman, Thomas. The Lexus and the Olive Tree. New York, NY: Farrar, Strauss and Giroux, 2002

Friedman, Thomas. The World Is Flat. New York, NY: Farrar, Strauss and Giroux, 2004

Ferguson, Niall. The Ascent of Money: A Financial History of the World. New York, NY: Penguin, 2008

Vankin, Jonathan. Based on a True Story: Fact and Fiction in 100 Movies . Chicago, IL: Chicago Printing Company, 2005

Weinstein, Allen. The Story of America: Freedom and Crisis from Settlements to Superpower. New York, NY: DK Publishing, 2002

Interdisciplinary Connections

• The topics of the unit will directly correspond with many topics covered in business and economics courses.

List of Applicable NJCSS

6.1.12. A.2; A.11.e; A.15.b 6.2.12.C.6.a,b,c; C.13.d; C.14.c,d; C.15.a 6.2.12.D.4.i; D.14.c; D.16.b

UNIT 9: CULMINATING PROJECT (10 DAYS)

Why Is This Unit Important?

Students will demonstrate their abilities to actively engage historical films, analyze scholarly resources, and present their findings to the class. This project will require that students work on their research skills and analyze advanced materials. The use of technology and presentation skills stand out as important skill sets for the 21 st century student. This project represents a culminating experience for the student, connecting concepts from the entire course with an active learning experience.

Enduring Understanding

• The skill set required for a presentation is important for every student • Proper use of technological tools possesses the power to truly enhance the conclusions and analysis of a presentation • Teaching information to others stands out as one of the most effective means for learning information

Essential Questions

• What are the best methods of presenting information to my intended audience? • What types of questions will encourage discussion? • How does the movie relate to themes that were already discussed in the course? • What do the clips, articles and discussions reflect about American history?

Acquired Knowledge

• Researching background information about the topic • Analyzing an article for bias, opinions, etc. • Creating high level open ended questions to foster a discussion regarding the topic

Acquired Skills

• Analyzing the historical relevance, validity and cultural commentary presented in films from the unit • Use of critical thinking to recognize bias and opinion presented in the films and articles • Creating a presentation and discussion to lead the classroom

Benchmark Assessments

Summative:

• Directions: Choose a historically-relevant film that we did not watch in class and create a 30-35 minute presentation with the following format: • Get your film approved and the clips from the film approved • Brief introduction of the topic of your film • Provide any necessary background information for your topic and scenes • Compare and contrast the film with at least 2 films from the course • 2 or 3 clips from the movie no longer than 15 minutes • Provide the class with a reading/article that is relevant to the event or topic being discussed in your film. Give a summary of the article and your opinion on the article. • Lead the class in a discussion that includes the main points of the article, the historical significance of your topic, and how this topic relates to present day. You need at least 7-8 questions.

Accommodations and Extensions

• Students can access Read, Write, Think at http://www.readwritethink.org/ in order to locate graphic organizers that will assist them in creating their PowerPoint projects

Interdisciplinary Connections

• Reading comprehension and analysis of articles related to the time period

Technology Integration

• Students will be encouraged to use a variety of different forms of technology that were used over the course of the year