80% of Our Students Will Graduate from High School College Or Career Ready s2

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, . 80% of our students will graduate from high school college or career ready . 90% of students will graduate on time . 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with: (1) Regular practice with complex text and vocabulary. (2) Reading, writing, and speaking grounded in evidence from texts. 1 | P a g e (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks. Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage. “The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.” Source: TN Core http://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

2 | P a g e What is a DBQ/TDQ? Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information. DBQs/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that require students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents. Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills. *If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.

Vocabulary Instruction

Effective vocabulary development occurs both incidentally and through explicit instruction. Mastery requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather)

Academic Vocabulary (Tier 2) - High frequency words used across content areas. (Ex: expose, establish and verify.) Tier Two words are general academic words and appear in all sorts of texts: informational, technical, and literary texts. Explicit instruction of the Tier 2 academic words, typically occurs within the context of the text is required in order for students to know and use these words. Tier Two words often represent precise ways to say relatively simple things (Ex: “saunter” vs. “walk”). (For more information consult the BUSD Grade Level Academic Vocabulary, http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)

Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are an integral part of content instruction. (Ex: lynching, abolitionist, slavery) Tier Three words are what the standards refer to as “domain-specific” words are specific to a particular field of study (Ex: legislature, Angora, slavery) and key to understanding a new concept within a text. These words are often explicitly defined by the text, repeatedly used, and heavily front-loaded by the teacher.

Teaching Vocabulary for Mastery… Vocabulary mastery means that students know and use the words accurately without hesitation. This requires explicit instruction: practice, review, and deep processing. Instruction must be cumulative; teachers must integrate the terms into complex tasks and require them to be used when

3 | P a g e discussing/using text. For an example of integrating explicit teaching of vocabulary strategies, watch this video of an 11th grade US History teacher using the close reading strategy for explicit use of academic vocabulary.

Here is another resource to provide support for vocabulary instruction, http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger 1. Create an interactive vocabulary wall and use the words in discussions with students. 2. Oral Discourse- develop a balance in student talk and teacher talk to promote meaningful language learning opportunities. 3. Vocabulary Journals - Students can revisit and add to their entries as their understandings develop 4. Concept Sort - identify the key vocabulary terms of an overarching concept or topic 5. Provide a student-friendly definition of the word and students suggest synonyms or antonyms for the word. 7. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing). 8. Use the new words in context of the lesson.

WIDA WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. WIDA https://www.wida.us/standards/ELP_standardlookup.aspx Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Example: Reading 9-12 Behavior of individuals & groups Entering: Beginning: Developing: Expanding: Bridging: Locate visually Locate visually Compare and contrast Interpret visually Evaluate authenticity of supported information on supported information on visually supported supported information information on social social issues (e.g., from social issues (e.g., in information on social issues on social issues or issues or inequities photographs, headlines, newspaper, magazine, or or inequities from various inequities from various from various news and bylines in website articles) news sources news sources sources newspapers, magazines, or on the Internet) Example: Speaking 9-12

4 | P a g e Social issues & inequities Entering: Beginning: Developing: Expanding: Bridging: Name major social Characterize major Give examples or Explain how major Explain how major issues or inequities social issues or descriptions of social social issues or social issues or depicted in illustrations inequities depicted in issues or inequities inequities depicted in inequities depicted in (e.g., war) illustrations (e.g., depicted in illustrations or illustrations or political illustrations or political slavery) political cartoons cartoons have changed cartoons have changed our lives our lives

5 | P a g e U.S. History & Geography - Pacing Guide

Suggested 1st Quarter Suggested 2nd Quarter Time Time Weeks 1-3 The Rise of Industrial America (1877- Weeks 1-4 The 1920’s (1920-1929) 1914) Big Ideas: The Roaring 20s: Prohibition and Big Ideas: From the farm to the Women’s suffrage factory Weeks 4-5 The Progressive Era (1890-1920) Weeks 5-6 The Great Depression (1929-1932) Big Ideas: The Progressive Big Ideas: From the best of times to the worst Movement: The challenges of of times industrialization and urbanization Weeks 6-7 American Imperialism (1914-1920) Weeks 7-8 Roosevelt and the New Deal (1922-1941) Big Idea: America becomes a world Big Ideas: America’s most beloved President, power FDR Weeks 8-9 World War I (1914-1920) Week 9 EOC Prep & DBQ Practice Week Big Idea: The World at War: WWI Suggested 3rd Quarter Suggested 4th Quarter Time Time Weeks 1-3 Between the Wars and WWII (1921- Weeks 1-6 Modern United States (1945-1979) 1947) Big Idea: Entering the Modern world. Big Ideas: The Treaty of Versailles, the spark that ignited World War II. Weeks 4-6 Continued Weeks 7-8 Postwar America (1945-1968) Between the Wars and WWII (1921- Big Ideas: Welcome to the global society 1947)  The New Frontier (1960-1968) Big Ideas: President Roosevelt  Civil Rights, A time for Change. endorsement of the War.  Political and Social Movements (1954- 1980)  Contemporary United States (1980- Present Day) Weeks 7-9 The Cold War (1945-1975) Week 9 United States Citizenship & Citizenship Exam Big Idea: Battle of the Super Powers: America vs. the Soviet Union

* Please note that these time frames are suggested/estimated times. Instructional timing may vary due to schedule complications, remediation efforts or other factors. Between the Wars and WWII 1921-1947

6 | P a g e Weeks: 1-3 Textbook/Anchor: McGraw-Hill - United States History and Geography: Modern Times TN State recommended Primary Documents and Supporting Readings: Excerpts from: Announcement of the Atomic Bomb (Lexile - 1280L) http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-hiroshima/ Excerpts from: Letter to President, Franklin Roosevelt (Lexile 1170L) http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-ein39/ Excerpts from: Quarantine Speech, Franklin Roosevelt Lexile – NR) http://millercenter.org/president/speeches/speech-3310 Excerpts from: “Four Freedoms” speech (Lexile – 1360L) http://www.fdrlibrary.marist.edu/pdfs/fftext.pdf Excerpts from: Announcement of War with Japan,1941 (Lexile – 1260L) http://docs.fdrlibrary.marist.edu/tmirhdee.html TN State Social Studies Standards Big Ideas, Questions & Vocabulary

US.54 Examine the impact of American actions in foreign policy Students analyze the inter war years and America’s participation in World War II. in the 1920’s, including the refusal to join the League of Nations, the Washington Disarmament Conference and the Kellogg- US.54 What did the actions of America take in the foreign policies of the 1920s? Briand Pact. US.54 Students should be able to describe the American policies of the 1920s and infer how they have influenced international relations today?

{Note: Students will encounter these words in this unit/chapter. Encourage their use in the suggested activities.} Content Vocabulary (Tier 3): Fascism, Appeasement, collective, nativism, internationalism, strategic materials, Concentration Camp, Extermination Camp Academic Vocabulary (Tier 2): Exploit, command, dominate, prohibit, virtually, assume, revise, underestimate

(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

7 | P a g e TN State Social Studies Standards Essential Questions & Vocabulary

US.55 Gather relevant information from multiple sources to US.55 What were the reasons for and consequences of American actions in foreign policy during the 1930’s? explain the reasons for and consequences of American actions in foreign policy during the 1930’s, including the Hoover-Stimson US.55 How did the Hoover-Stimson Note, the Johnson Debt Default Act and the Neutrality Acts of 1935, 1937, and Note, the Johnson Debt Default Act and the Neutrality Acts of 1939 impact American society?

8 | P a g e 1935, 1937, and 1939.

US.56 Analyze the reasons for and consequences of the rise of US.56 What were some the causes and effects of the rise of fascism and totalitarianism in Europe during the 1930’s? fascism and totalitarianism in Europe during the 1930’s, including the actions of Hitler, Mussolini and Stalin. US.56 How did the actions of Hitler, Mussolini and Stalin effect fascism? Cite evidence to support the most dangerous dictators and how they took control. When did this dictator come to power? What form of government did he implement? What was one of the first actions once in power?

US.57 What led to the rise of totalitarianism?

US.57 Examine President Roosevelt’s response to the rise of totalitarianism, including the Quarantine Speech, the Four US.57 Cite the major themes in the Quarantine Speech, the Four Freedoms Speech, the Atlantic Charter and Lend- Freedoms Speech, the Atlantic Charter and Lend-Lease. Lease?

9 | P a g e US.58 Explain the reasons for American entry into World War II, US.58 What kind of sacrifices does war require and why? including the attack on Pearl Harbor. US.58 What factors led to American entering World War II?

US.59 Identify and locate on a map the Allied and Axis countries US.59 Where were the Allied and Axis countries and the major theatres of the war located? and the major theatres of the war.

10 | P a g e US.60 Explain United States and Allied wartime strategy and US.60 What were the most significant strategies used by the United States during the Bataan Death March, Midway, “island major events of the war, including the Bataan Death March, hopping,” Iwo Jima, Okinawa, invasion of North Africa and Italy, D-Day and the Battle of the Bulge? Why were they significant? Midway, “island hopping,” Iwo Jima, Okinawa, invasion of North Africa and Italy, D-Day and the Battle of the Bulge.

US.61 Identify the roles and sacrifices of individual American US.61 How did individual American soldiers play key roles in World War II? soldiers, as well as the unique contributions of special fighting forces such as the Tuskegee Airmen, the 442nd Regimental US.61 What were the unique contributions of special fighting forces such as the Tuskegee Airmen, the 442nd Regimental Combat team, the 101st Airborne and the Navajo Code Talkers. Combat team, the 101st Airborne and the Navajo Code Talkers during the war?

11 | P a g e US. 62 Identify the roles played and significant actions of the US. 62 What were the significant actions of the following individuals in World War II: · Franklin Roosevelt, Winston following individuals in World War II: · Franklin Roosevelt · Churchill, Joseph Stalin, Harry Truman, Adolph Hitler, Benito Mussolini, Hideki Tōjō, Dwight Eisenhower, George C. Winston Churchill · Joseph Stalin · Harry Truman · Adolph Hitler Marshall, Douglas MacArthur? · Benito Mussolini · Hideki Tōjō · Dwight Eisenhower · George C. Marshall · Douglas MacArthur

Continued Between the Wars and WWII (1921-1947) Big Ideas: President Roosevelt endorsement of the War. Weeks 4-6 Textbook/Anchor: McGraw-Hill - United States History and Geography: Modern Times TN State recommended Primary Documents and Supporting Readings: Excerpts from: Announcement of the Atomic Bomb (Lexile - 1280L) http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-hiroshima/ Excerpts from: Letter to President, Franklin Roosevelt (Lexile 1170L) http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-ein39/ Excerpts from: Quarantine Speech, Franklin Roosevelt Lexile – NR) http://millercenter.org/president/speeches/speech-3310 Excerpts from: “Four Freedoms” speech (Lexile – 1360L) http://www.fdrlibrary.marist.edu/pdfs/fftext.pdf Excerpts from: Announcement of War with Japan,1941 (Lexile – 1260L) http://docs.fdrlibrary.marist.edu/tmirhdee.html TN State Social Studies Standards Big Ideas, Questions & Vocabulary

US.63 Describe the constitutional issues and impact of events on the United States home front, including the internment of Japanese Americans (Fred Korematsu v. United States of America). Between the Wars and WWII (1921-1947) Big Ideas: President Roosevelt endorsement of the War.

US.63 What constitutional issues and events arose on the United States home front during World War II? US.64 Examine and explain the entry of large numbers of women into US.64 Why was there an entry of large numbers of women into the workforce during World War II and its subsequent the workforce during World War II and its subsequent impact on impact on American society? American society (such as at Avco in Tennessee), as well as the

12 | P a g e service of women in the armed forces, including Cornelia Fort.

US.65 Examine the impact of World War II on economic and US.65 How did World War II effect economic and social conditions for African Americans? social conditions for African Americans, including the Fair Employment Practices Committee, the service of African Americans in the armed forces and the work force and the eventual integration of the armed forces by President Truman. US.66 Describe the war’s impact on the home front, including US.66 What led to rationing, bond drives, movement to cities and industrial centers and the Bracero program in the United rationing, bond drives, movement to cities and industrial centers States? and the Bracero program.

US.67 Describe the major developments in aviation, weaponry, US.67 How did developments in aviation, weaponry, communication, medicine and the war impact the location of American communication and medicine (penicillin) and the war’s impact on the industry and its use of resources? location of American industry and use of resources

US.68 Explain the importance of the establishment and the impact of US.68 What is the importance of the Fort Campbell base, Oak Ridge nuclear facilities, TVA, Alcoa influences and Camp Forrest the Fort Campbell base, Oak Ridge nuclear facilities, TVA, Alcoa as a POW center? influences and Camp Forrest as a POW center.

US.69 Write an opinion piece evaluating the Manhattan Project, US.69 What is your opinion on the Manhattan Project, including the rationale for using the atomic bomb to end the including the rationale for using the atomic bomb to end the war. war?

13 | P a g e US.70 Examine the American reaction and response to the Holocaust. US.70 What was the American reaction and response to the Holocaust?

US.71 Explain major outcomes of the Yalta and Potsdam Conferences. US.71 What were the outcomes of the Yalta and Potsdam Conferences?

US.72 Identify and explain the reasons for the founding of the United US.72 What led to the founding of the United Nations? Nations, including the role of Cordell Hull. US.72 What role did Cordell Hull play in the founding of the United Nations? Content Vocabulary (Tier 3): Fascism, Appeasement, collective, nativism, internationalism, strategic materials, Concentration Camp, Extermination Camp Academic Vocabulary (Tier 2): Exploit, command, dominate, prohibit, virtually, assume, revise, underestimate For Vocabulary Strategies- see page 4) Connection to Language Standards Greek & Latin Roots and Affixes ism- the act, state or theory of Examples from the unit: internationalism, nativism, fascism Other examples: criticism, optimism, capitalism Language Standards L.11-12.6

14 | P a g e Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. L.11-12.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conception, conceivable).

For More on Morphemes: http://www.cognatarium.com/cognatarium/ The Cold War 1945-1960 Weeks 7-9 Text: McGraw-Hill - United States History and Geography: Modern Times TN State recommended Primary Documents and Supporting Readings: Dwight Eisenhower’s Farewell Address (Lexile – 1180L) https://www.ourdocuments.gov/doc.php?flash=true&doc=90 Kennedy’s address at Rice University (Lexile – 990L) http://explore.rice.edu/explore/Kennedy_Address.asp Things They Carried, Tim O’Brien (Lexile -880L) http://www.sparknotes.com/lit/thingscarried/ The Sources of Soviet Conduct, George Kennan (Lexile – 1490L) http://www.historyguide.org/europe/kennan.html Kennedy Inaugural Address, 1961 (Lexile – 1110L) http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations/Inaugural-Address.aspx TN State Social Studies Standards Big Ideas. Questions & Vocabulary

US.73 Describe the competition between the two “superpowers” of the United States and Battle of the Super Powers: America vs. the Soviet Union the Soviet Union in the areas of arms development, economic dominance, and ideology, including the role and location of NATO, SEATO and the Warsaw Pact. US.73 What made the United States and the Soviet Union “superpowers”? US.73 How did the Cold War shape postwar international relationships?

15 | P a g e US.74 Explain examples of containment policies, including the Marshall Plan, the Berlin US.74 What are some examples of containment policies and their major components? Airlift and the Truman Doctrine

US.75 Draw evidence from informational text to analyze the progression of American US.75 What led the progression of American foreign policy from containment to retaliation foreign policy from containment to retaliation and brinkmanship to the domino theory to and brinkmanship to the domino theory to flexible response? flexible response.

US.76 Analyze the causes and effects of the Red Scare that followed World War II, US.76 How did the Cold War affect American society? including Americans’ attitude toward the rise of communism in China, McCarthyism, US.76 What impact did the Red Scare have after World War II? blacklisting, Alger Hiss, J. Edgar Hoover, Estes Kefauver and the Rosenbergs.

16 | P a g e US.77 Describe the causes, course, and consequences of the Korean War, including the US.77 What were the causes, course, and consequences of the Korean War? 38th parallel, Inchon, the entry of the Communist Chinese, the power struggle between US.77 What led to the power struggle between MacArthur and President Truman and the MacArthur and President Truman and the final disposition of the Koreas. final disposition of the Koreas?

US.78 Integrate multiple sources of information presented in diverse formats of the fears of US.78 What were the fears of Americans about nuclear holocaust and debates over the Americans about nuclear holocaust and debates over the stockpiling and use of nuclear stockpiling and use of nuclear weapons? weapons, including atomic testing, civil defense, bomb shelters, mutually assured US.78 What was the impact of Sputnik and President Eisenhower’s warning about the destruction, impact of Sputnik and President Eisenhower’s warning about the military- military-industrial complex? industrial complex.

17 | P a g e US.79 Describe the relationship between Cuba and the United States, including the Bay of US.79 What was the relationship between Cuba and the United States before and during Pigs Invasion and the Cuban Missile Crisis the Bay of Pigs Invasion and the Cuban Missile Crisis?

18 | P a g e US.80 Describe the causes, course, and consequences of the Vietnam War US.80 How does military conflict divide people within cultures?  Geneva Accords  Gulf of Tonkin Resolution US.80 What were the major causes of the Vietnam War?  Tet Offensive  Roles played by Presidents Kennedy, Johnson, and Nixon US.80 What was the course and timing of the Vietnam War?  Vietnamization  Ho Chi Minh US.80 What problems did the Vietnam War cause at home?  Bombing of Cambodia US.80 What role did Presidents Kennedy, Johnson, and Nixon play during the Vietnam War  Henry Kissinger Era?  Napalm and Agent Orange US.80 What was Ho Chi Minh view regarding how Vietnam should be controlled?

US.80 What led to the bombing of Cambodia? Content Vocabulary (Tier 3): Charter, Satellite Nations, containment, Iron Curtains, Limited War, subversion, perjury, censure, Fallout, covert, Loyalty Review Program, Massive Retaliation, Developing Nation, Military Industrial Complex Academic Vocabulary (Tier2): Liberate, equipment, insecurity, Initially, manipulate, convince, imply, responses, strategic, traditional, media, disproportionate, unresolved, generation

19 | P a g e US. 81 Present information, findings, and supporting evidence evaluating the impact of the US.81 What was Henry Kissinger’ and the average American’ view on the Vietnam War? Vietnam War on the home front  Anti-War movement US.81 What was the impact of the Anti-War movement, draft by lottery and the role of  Draft by lottery television and the media during the war?  Role of television and the media.

ADDITIONAL RESOURCES Additional Lessons and resources: Achieve the Core http://achievethecore.org/search The Manhattan Project http://achievethecore.org/content/upload/Manhattan_Project_Text_Set_9MA.pdf Click on the following link to get to the PDFs versions of Rise of European Dictators, Foreign Policies of the 1920s vs. the 1930s, and WWII Military Units https://www.dropbox.com/sh/i9v2gejskgrae1w/MYM6SeEja5 Blank maps of Europe, North America, and Asia http://www.eduplace.com/ss/maps/ Japanese Internment http://sheg.stanford.edu/japanese-internment Atomic Bombs. http://sheg.stanford.edu/atomic-bomb World War II in Photos http://www.theatlantic.com/infocus/pages/ww2/ Cold War, Truman and MacArthur http://sheg.stanford.edu/truman-macarthur Basement Fallout Shelter https://www.dropbox.com/home/Era%206%20Curriculum Cuban Missile Crisis This activity and resource has a link to a movie that will not play. You will be fine covering the information in a quick lecture, and then digging into the activity. http://sheg.stanford.edu/cuban-missile-crisis Gulf of Tonkin Resolution http://sheg.stanford.edu/gulf-tonkin-resolution Anti-Vietnam War Movement http://sheg.stanford.edu/anti-vietnam-war-movement

20 | P a g e Cold War Photos – Also, feel free to use the link from the national archives, which will bring you to several different document analysis worksheets. http://www.coldwar.org/museum/photo_gallery.asp http://www.archives.gov/education/lessons/worksheets/ NATO Treaty and Map Activity https://www.dropbox.com/home/Era%206%20Curriculum The Cold War Museum- (informational resource) Displays exhibits online for visual and audio learners. http://www.coldwar.org/ The Truman Doctrine and Marshall- (informational resource) Explains the difference between both documents and its impact on the Cold War. https://history.state.gov/departmenthistory/short-history/truman Edward R. Murrow VS. McCarthyism – (informational resource) This website provides information of challenges against McCarthyism. http://www.coldwar.org/articles/50s/Murrowvs.McCarthyism.asp

21 | P a g e