STEPHENVILLE CURRICULUM DOCUMENT SOCIAL STUDIES GRADE: COURSE: US History BUNDLE: 12 EST. NUMBER OF DAYS:

Title: Crisis and Resurgence, 1968 -

Bundle Overview: Examination of the US’s response to economic & militant crisis. Additionally, a look at the changing face of America.

Guiding Questions: 1. Did the US Presidency become unmanageable in the 1970s? 2. How well did American leaders deal with the challenge of stagflation? 3. Does America have a moral responsibility to be the world’s policeman? 4. In what ways were both 2000 and 2008 unique Presidential elections years? 5. How did Americans react to the terrorist attacks of September 11, 2001? 6. How did Presidents Bush and Obama respond to the 2008-2009 financial crisis? 7. What impact has American popular culture had on the rest of the world?

TEKS Specifications Learning Activities (2) History. The student understands traditional 2001: Terrorist Attack 2d) http://www.teaching9-11.org/categories.cfm?18 historical points of reference in U.S. history from 2008: President Obama’s Election 2008 Election analysis and stats 1877 to the present. The student is expected to: Terms: http://www.pbs.org/newshour/vote2008/lessonplans. terrorist html (D) Explain the significance of the following years as Pentagon You Tube: turning points: 2001 (terrorist attacks on the World Map Skills: http://www.youtube.com/watch?v=wNNTcHq5Tzk Trade Center and the Pentagon) and 2008 (election of New York 9/11 the first black President) Washington, DC (10) History. The student understands the impact of People: You Tube political, economic, and social factors in the U.S. role President Nixon 10a) Nixon – China in the world from the 1970s through 1990. The President Reagan http://www.youtube.com/watch?v=Lnz7Ze71Pc0 student is expected to: Phyliss Shlafly 10b) http://www.reaganfoundation.org/education- curriculum- (A) Describe Richard M. Nixon’s leadership in the Organizations/Groups: detail.aspx?p=EDCPK90GD44&h1=0&h2=0&sw=&lm=e normalization of relations with China and the policy Heritage Foundation ducation&args_a=cms&args_b=105&argsb=N&tx=271 of détente. Moral Majority 7

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NRA http://www.reaganfoundation.org/education- (B) Describe ’s leadership in domestic curriculum- and international policies, including Reaganomics and Map Skills: detail.aspx?p=EDCPK90GD44&h1=0&h2=0&sw=&lm=e Peace Through Strength China ducation&args_a=cms&args_b=105&argsb=N&tx=280 Middle East 8 (C) Compare the impact of energy on the American Israel way of life over time Lebannon 10d) Hostage Crisis Assignment Iran 1) http://www.reaganfoundation.org/education- (D) Describe US involvement in the Middle East such curriculum- as support for Israel, the Camp David Accords, the Terms: detail.aspx?p=EDCPK90GD44&h1=0&h2=0&sw=&lm=e Iran-Contra Affair, Marines in Lebannon and the Iran normalization ducation&args_a=cms&args_b=105&argsb=N&tx=280 Hostage Crisis détente 8 domestic provide copy of time line to students that stops at Sept (E) Describe the causes and key organization and international 1980 and the following narrative individuals of the conservative resurgence of the Policies: The Hostage Crisis in Iran 1980s and 1990s, including Phyllis Schlafly, the Reaganomics On November 4, 1979, Iranian militants stormed the Contract with America, , the Peace Through Strength United States Embassy in Tehran and took Moral Majority and the National Rifle Association. Contract with America approximately seventy Americans captive. This Events: terrorist act triggered the most profound crisis of the (F) Describe significant societal issues of this time Iran Hostage Crisis Carter presidency and began a personal ordeal for period. Iran-Contra Affair and the American people that lasted 444 Camp David Accords days. President Carter committed himself to the safe return of the hostages while protecting America's interests and prestige. He pursued a policy of restraint that put a higher value on the lives of the hostages than on American retaliatory power or protecting his own political future. The toll of patient diplomacy was great, but President Carter's actions brought freedom for the hostages with America's honor preserved. Mohammed Reza Pahlavi, Shah of Iran, began his reign in 1941, succeeding his father, Reza Khan, to the throne. In a 1953 power struggle with his prime minister, the Shah gained American support to prevent nationalization of Iran's oil industry. In return for assuring the U.S. a steady supply of oil, the Shah received economic and military aid from eight

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American presidents. Early in the 1960s, the Shah announced social and economic reforms but refused to grant broad political freedom. Iranian nationalists condemned his U.S. supported regime and his "westernizing" of Iran. During rioting in 1963, the Shah cracked down, suppressing his opposition. Among those arrested and exiled was a popular religious nationalist and bitter foe of the United States, the Ayatollah Ruhollah Khomeini. Between 1963 and 1979, the Shah spent billions of oil dollars on military weapons. The real price of military strength was the loss of popular support. Unable to sustain economic progress and unwilling to expand democratic freedoms, the Shah's regime collapsed in revolution. On January 16, 1979, the Shah fled Iran, never to return. The exiled Ayatollah Khomeini returned to Tehran in February 1979 and whipped popular discontent into rabid anti-Americanism. When the Shah came to America for cancer treatment in October, the Ayatollah incited Iranian militants to attack the U.S. On November 4, the American Embassy in Tehran was overrun and its employees taken captive. The hostage crisis had begun.

2) http://www.youtube.com/watch?v=UHgz3B70AOg show film but stop at 3:30

Students should know that Iran demanded that (1) The Shah be returned to them for trial (2) A ransom was to be paid and (3) The U.S. was to issue an apology for past interference in Iran. students will be randomly assigned to one of the following option groups: a. The U.S. should accept and comply with all of Iran’s demands in order to free the hostages. b. The U.S. should accept two of the three demands in

Edited July 2013 order to free the hostages. c. The U.S. should accept only one of Iran’s demands in order to free the hostages. d. The U.S. will not accept any of Iran’s demands, but will negotiate for a solution in ending the crisis. e. The U.S. will allow an agreed upon third party ( ex. the UN , Red Cross etc. ) to act as an arbitrator. f. The U.S. will not negotiate, but treat Iran’s actions as an act of war and seek a military solution.

Students will make a group presentation on why their option is the best course of action. Students must be able to articulate the positive outcome they hope to achieve versus drawbacks that might ensue ( i.e. “The Downside” ) Students must defend their rationales.

10d) Iran Contra Affair http://herb.ashp.cuny.edu/items/show/1582

10d) Camp David Accords http://www.jimmycarterlibrary.gov/documents/camp david/accords.phtml

Hand out a transcript of the Camp David Accords (above link) Have students divide their papers into four columns. Have them label the columns as follows: Egyptian gains. Egyptian losses, Israeli gains, Israeli losses. Have students work in groups and read; as they are reading have them underline gains and losses of each country and assign them to one of the four columns. When they have finished review the chart as a class and discuss. When the class has finished its discussion the students should respond to the following question in an editorial “Which country, Egypt or Israel, do you think gained

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more from signing the Camp David Accords? Support your answer.”

10c) student created explanation of Oil Crisis 10 minutes http://www.youtube.com/watch?v=RvmJYaEmlPs 10e) Students will work independently to investigate topics drawn. Topics will include: Stop ERA, Contract with America, Heritage Foundation, Moral Majority and National Rifle Association. Student research should include * date formed * purpose * founding members * where founded * profile of typical “member” * significant events. Students will then work in groups composed of one member from each topic. Students will share information and attempt to make connections between their topics. Students will then form groups of same topics. Students will share information, then investigate who the “opposites” of their group would be & explore the modern equivalent of their groups. (11) History. The student understands the emerging Events: 11a) End of Cold War Lesson Plan political, economic, and social issues of the United Persian Gulf War http://betterlesson.com/document/156221/lesson- States from the 1990s into the 21st century. The Balkans Crisis plan-lesson-10-the-end-of-the-cold-war-the-cold-war- student is expected to: People: and-civil-rights-movement-unit-doc 11a) Gulf War Power point (A) Describe US involvement in world affairs, jimned.region14.net/webs/dcook/upload/introiraqgulf including the end of the Cold War, the Persian Gulf war.ppt War and the Balkans Crisis (B) Identify significant social and political advocacy organization, leaders and issues across the political spectrum (D) Analyze the impact of third parties on Presidential elections (E) Discuss the historical significance of the 2008 Presidential election. (12) Geography. The student understands the Events: 12A) Hurricane Katrina Lesson impact of geographic factors on major events. The Hurricane Katrina http://www.pbs.org/newshour/extra/teachers/lesson student is expected to: plans/socialstudies/katrina.html

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Terms: (A) Analyze the impact of physical and human levee geographical factors on the levee failure in New Map Skills: Orleans after Hurricane Katrina New Orleans (13) Geography. The student understands the Map Skills: causes and effects of migration and immigration on Rust Belt American society. The student is expected to: Sun Belt Terms: (A) Analyze the causes and effects of changing immigration demographic patterns resulting from migration within legal the US, including…the Rust Belt to the Sun Belt illegal (B) Analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the US (13) Geography. The student understands the Agencies: causes and effects of migration and immigration on EPA American society. The student is expected to: Legsilation: Endangered Species Act (B) Identify the roles of government entities and private citizens in managing the environment such as the Environmental Protection Agency (EPA) and the Endangered Species Act. (17) Economics. The student understands the Organizations/Groups economic effects of World War II and the Cold War. OPEC The student is expected to: GATT

(C) Describe the economic impact of defense Legislation: spending on the business cycle and education NAFTA priorities from 1945 to the 1990s Terms: international (E) Describe the dynamic relationship between US free enterprise international trade policies and the US free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT) and the North American Free Trade Agreement (NAFTA) (18) Economics. The student understands the Individuals: economic effects of increased worldwide Bill Gates

Edited July 2013 interdependence as the United States enters the Sam Walton 21st century. The student is expected to: Estee Lauder Robert Johnson (A) Discuss the role of American entrepreneurs such Lionel Sosa as Bill Gates, Sam Walton, Estee Lauder, Robert Terms: Johnson, Lionel Sosa and millions of small business entrepreneur enterreneurs who achieved the American Dream American Dream corporation (B) Identify the impact of international events, multinational multinationa corporations, government policies and individuals on the 21st century economy (19) Government. The student understands changes Events: over time in the role of government. The student is 9/11 expected to: Watergate Bill Clinton’s impeachment (B) Explain constitutional issues raised by federal Legislation: government policy changes during time sof significant Community Reinventment Act of 1977 events, including 9/11 US Patriot Act 2001 American Recovery & Reinvestment Act (C) Describe the effects of political scandals, 2009 Watergate and Bill Clinton’s impeachment on the views of US citizens concerning trust in the federal government and its leaders

(D) Discuss the role of contemporary government legislation in the private and public sectors such as the Community Reinvetment Act of 1977, US Patriot Act of 2001 and the American Recovery and Reinvestment Act of 2009

(E) Evaluate the pros and cons of US participation in international organizations and treaties. (20) Government. The student understands the People: changing relationships among the three branches of George Bush the federal government. The student is expected to: Al Gore Institutions: (B) Evaluate the impact of relationships among the Legislative legislative, executive and judicial branches of Executive

Edited July 2013 government, including the Presidential election of Judicial 2000 Map Skills: Florida Electoral Map Popular Vote Map (21) Government. The student understands the Tinker v DesMoines impact of constitutional issues on American society. Wisconsin v Yoder The student is expected to:

(A) Analyze the effects of landmark US Supreme Court decision, including…Tinker v Des Moines and Wisconsin v Yoder (24) Citizenship. The student understands the People: importance of effective leadership in a Sandra Day O’Connor constitutional republic. The student is expected to: Hillary Clinton

(B) Evaluate the contributions of significant political and social leaders in the US such as Sandra Day O’Connor and Hillary Clinton (25) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(A) Describe how characteristics and issues in US history have been reflected in various genres of art, music and film (C) Identify the impact of popular American culture on the world over time. (D) Analyze the global diffusion of American culture through the entertainment industy via various media (26) Culture. The student understands how people http://www.travelchannel.com/video/reagan- from various groups contribute to our national assassination-attempt identity. The student is expected to: http://www.travelchannel.com/video/the-shoe- bombers-plot (C) Explain how the contributions of people of various http://www.travelchannel.com/video/recorder-brings- racial, ethnic, general and religious groups shape down-president-12551 American culture

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Edited July 2013