HCHS Curriculum Mapping s1

Harrison County Schools

Curriculum Guide for Social Studies Course Name: U. S. History Grade Level Targeted: High School Unit (s): Civil War & Reconstruction

Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments 1. What were the causes SS-HS-1.1.2 Students will Abraham Lincoln 1.1.2 …preserve and protect rights and liberties… of the Civil War? explain and give (e.g., U.N. Charter, Declaration of the Rights of Man, examples of how U.N. Declaration of Human Rights, U.S. Constitution) democratic governments Andrew Johnson 1.2.1 "common good" (e.g., Congress legislates on 2. What is the legacy of preserve and protect the behalf of the people; the President represents the the social, political, and rights and liberties of carpetbagger people as a nation; the Supreme Court acts on behalf economic issues that their constituents of the people as a whole when it interprets the divided the nation? through different sources scalawag Constitution) (e.g., U.N. Charter, 1.2.2… limited government (e.g., rule of law, Declaration of the Rights federalism, checks and balances, majority rule, of Man, U.N. Declaration president pro protection of minority rights, separation of powers) of Human Rights, U.S. tempore Civil War/Reconstruction Portfolio Constitution). DOK 2 sharecrop Geography Application SS-HS-1.2.1 Students will analyze how powers of government are Impeachment Readings: distributed and shared “Defense of Slavery as a Benefit to Society” among levels and radical branches and evaluate “Justifying Secession” how this distribution of Black Codes powers protects the "common good" (e.g., “Cruelties of Slavery: The Plight of Slave Women” Congress legislates on Jim Crow Laws behalf of the people; the “The Fugitive Slave Act” President represents the poll tax Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments people as a nation; the Supreme Court acts on literacy test “Violence in Bloody Kansas” behalf of the people as a whole when it interprets the Constitution). DOK 3 freedman “Gettysburg Address” 10 percent plan SS-HS-1.2.2 Students will “Letter to Mrs. Bixby” interpret the principles of Ku Klux Klan limited government (e.g., “A Radical Republican View” rule of law, federalism, checks and balances, terrorist majority rule, protection “A Northern Teacher in Georgia” of minority rights, 13th Amendment separation of powers) “Mississippi Black Code” and evaluate how these 14th Amendment principles protect individual rights and “The Great Draft Riots” th promote the "common 15 Amendment good.” DOK 3 Reconstruction Open Response underground 1.3.1… rights of one individual (e.g., smoking in SS-HS-1.3.1 Students will railroad public places, free speech)… conflict (e.g., slander, explain and give libel) examples how the rights Harriet Tubman 1.3.2… rights of an individual (e.g., Freedom of of one individual (e.g., information Act, privacy)… the "common good" (e.g., smoking in public places, homeland security issues, environmental regulations, free speech) may, at Harriet Beecher censorship, search and seizure) times, be in conflict (e.g., Stowe 1.3.3… responsibilities (e.g., seeking and assuming slander, libel) with the leadership positions, voting)… duties (e.g., serving as rights of another. DOK 2 Dredd Scott jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces) SS-HS-1.3.2 Students will 2.3.1… conflict and competition (e.g., violence, explain how the rights of Plessy vs. Ferguson difference of opinion, stereotypes, prejudice, an individual (e.g., discrimination, genocide) Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments Freedom of information 2.3.2… influence interaction (e.g., peace studies, Act, privacy) may, at treaties, conflict resolution times, be in conflict with 4.1.1… geographic tools (e.g., maps, globes, the responsibility of the photographs, models, satellite images, charts, graphs, government to protect databases) the "common good" (e.g., 4.2.2… how physical (e.g., climate, mountains, rivers) homeland security and human characteristics (e.g., interstate highways, issues, environmental urban centers, workforce) regulations, censorship, 4.3.1… movement and settlement (e.g., push factors search and seizure). DOK such as famines or military conflicts; pull factors such 2 as climate or economic opportunity) 5.1.1… tools (e.g., primary and secondary sources, SS-HS-1.3.3 Students will data, artifacts) to analyze perceptions and evaluate the impact perspectives (e.g., gender, race, region, ethnic group, citizens have on the nationality, age, economic status, religion, politics, functioning of a geographic factors) democratic government 5.2.6 … economic growth (e.g., suburban growth), … by assuming racial and gender equality (e.g., Civil Rights responsibilities (e.g., Movement), the extension of civil liberties (e.g., seeking and assuming desegregation, Civil Rights Acts… (e.g., McCarthyism, leadership positions, U.S. involvement in Vietnam). DOK 3 voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces). DOK 3

SS-HS-2.1.1 Students will explain how belief systems, knowledge, technology and behavior patterns define cultures Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2

SS-HS-2.2.1 Students will explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

SS-HS-2.3.1 Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments present). DOK 2

SS-HS-2.3.2 Students will explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3

SS-HS-4.2.1 Students will interpret how places and regions serve as Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region).

SS-HS-4.2.2 Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. DOK 2

SS-HS-4.2.3 Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor).

SS-HS-4.2.4 Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

SS-HS-4.3.1 Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 3

SS-HS-4.4.1 Students will explain how humans develop strategies (e.g., transportation, communication, technology) to overcome limits of their physical environment.

SS-HS-5.1.1 Students will Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3

SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3

SS-HS-5.2.1 Students will compare and contrast the ways in which various Reconstruction plans were approached and evaluate the outcomes of Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments Reconstruction. DOK 2

Curriculum Guide for Social Studies Course Name: U. S. History Grade Level Targeted: High School Unit (s): Rise of Industrialization

Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments 1. How did the SS-HS-1.2.2 Students will Reservation Western Settlement Portfolio transformation from an interpret the principles of limited government (e.g., agrarian-based society to rule of law, federalism, Dawes Act Geography Application an industrial-based checks and balances, society transform the majority rule, protection Ghost Dance Readings: life of the American of minority rights, “We are not Children” people, government, and separation of powers) Wounded Knee and evaluate how these society? principles protect “A Proposed Solution to the Indian Problem” individual rights and mechanized 2. What is the legacy of promote the "common farming “Resisting Americanization” Western Settlement? good.” DOK 3 irrigation “A Letter from a Norwegian Farmer” SS-HS-1.3.2 Students will explain how the rights of an individual (e.g., dried farming “Wealth and its Uses” Freedom of information Act, privacy) may, at long drive “Omaha Platform” times, be in conflict with Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments the responsibility of the longhorn “Sports Mascots” government to protect the "common good" (e.g., homeland security homesteader Western Settlement/Industry Open Response issues, environmental regulations, censorship, barbed wire 2.1.1… modern world (1500 A.D. to present) and search and seizure). DOK United States (Reconstruction to present). 2 Sitting Bull 2.3.1… conflict and competition (e.g., violence, SS-HS-2.1.1 Students will difference of opinion, stereotypes, prejudice, explain how belief assimilate discrimination, genocide) systems, knowledge, 3.1.1…scarcity(1500 A.D. to present) and the United technology and behavior Social Gospel States (Reconstruction to present) patterns define cultures 3.2.1… economic systems (traditional, command, and help to explain Darwinism market, mixed) historical perspectives 5.2.5 … (e.g., stock market crash, relief, recovery, and events in the modern reform initiatives, increased role of government in world (1500 A.D. to subsistence farming business, influx of women into workforce, rationing) present) and United … world affairs (e.g., emergence of the U.S. as States (Reconstruction to commercial economic and political superpower). DOK 3 present). DOK 2 5.2.7 …maintain and restore world peace (e.g., League farming of Nations, United Nations, Cold War politics, Persian SS-HS-2.2.1 Students will Gulf War)... DOK 3 explain how various human immigration needs are met through interaction in and among proprietorship http://www.digitalhistory.uh.edu/database/hyper_title social institutions (e.g., s.cfm family, religion, education, Homestead Act http://www.learner.org/biographyofamerica/index.ht government, economy) in ml the modern world (1500 A.D. to present) and the Transcontinental http://cnnstudentnews.cnn.com/SPECIALS/1999/cent United States Railroad ury/ (Reconstruction to Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments present). George Pullman

SS-HS-2.3.1 Students will Credit Mobilier explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SS-HS-3.1.1 Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. DOK 2

SS-HS-3.4.3 Students will explain and give examples of how Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SS-HS-4.1.3 Students will use geographic tools (e.g., maps, globes, photographs, models, Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on which the location and distribution of Earth's human features is based.

SS-HS-4.2.1 Students will interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region).

SS-HS-4.2.2 Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. DOK 2 Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments

SS-HS-4.2.4 Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

SS-HS-4.3.1 Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 3

SS-HS-4.3.2 Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels, and influenced development of centers of economic activity. DOK 2

SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3

SS-HS-5.2.2 Students will explain how the rise of big business, factories, mechanized farming and the labor movement impacted the lives of Americans. DOK 2

Harrison County Schools Curriculum Guide for Social Studies Course Name: U. S. History Grade Level Targeted: High School Unit (s): Industrial Growth & Immigration

Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments 1. What effects did SS-HS-1.1.2 Students will Nativism Immigration Portfolio industrialization and explain and give examples of how migration/immigration democratic governments ethnocentrism Geography Application have on American preserve and protect the society? rights and liberties of socialism History Alive Program their constituents 2. Should the U. S. be through different sources Ellis Island Readings: (e.g., U.N. Charter, described as a melting Declaration of the Rights “Artifacts from Ellis Island” pot or a salad bowl? of Man, U.N. Declaration Angel Island of Human Rights, U.S. “Fear of the Immigrant” 3. What differences are Constitution). DOK 2 “old” immigrant there in “old” and “new” “The Gospel of Wealth” immigrants in terms of SS-HS-1.2.2 Students will “new” immigrant interpret the principles of ethnicity, religion, limited government (e.g., “A Disillusioned Immigrant” language, place of rule of law, federalism, culture shock origin, and motive for checks and balances, “An Italian Boy’s Name Change” leaving their homeland? majority rule, protection cultural pluralism of minority rights, Immigration Open Response separation of powers) 4. How have changes in and evaluate how these pogroms the U. S. led to a need principles protect http://www.digitalhistory.uh.edu/historyonline/timeli for tolerance and individual rights and salad bowl vs. nes.cfm? individual promote the "common melting pot http://www.cbsnews.com/htdocs/census_2000/frames responsibility? good.” DOK 3 ource.html Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments megalopolis http://brt.uoregon.edu/cyberschool/history/index.html 5. What’s the legacy of SS-HS-1.3.1 Students will http://www.usinfo.pl/aboutusa/history/history.htm the conflict between explain and give urbanization http://memory.loc.gov/ammem/ndlpedu/features/civil examples how the rights labor and management? of one individual (e.g., tenement rights/flash.html smoking in public places, http://memory.loc.gov/ammem/ndlpedu/features/time free speech) may, at graft line/index.html times, be in conflict (e.g., http://www.nhc.rtp.nc.us/tserve/divam.htm slander, libel) with the political machine http://www.assumption.edu/ahc/ rights of another. DOK 2 http://www.law.ou.edu/hist/ SS-HS-1.3.2 Students will sweatshop http://www3.newberry.org/k12maps/module_index/i explain how the rights of ndex.html an individual (e.g., tycoon http://historymatters.gmu.edu/browse/makesense/ Freedom of information http://www.presidency.ucsb.edu/sou.php Act, privacy) may, at consolidate http://www.memorialhall.mass.edu/ times, be in conflict with the responsibility of the http://www.csusm.edu/nadp/ government to protect corporation http://memory.loc.gov/ammem/ndlpedu/features/hom the "common good" (e.g., efront/index.html homeland security limited liability http://www.thomasjeffersonpapers.org/ issues, environmental http://memory.loc.gov/ammem/alhtml/ regulations, censorship, search and seizure). DOK laissez-faire http://etext.lib.virginia.edu/washington/fitzpatrick/ind 2 ex.html free enterprise http://www.virginia.edu/pjm/ SS-HS-1.3.3 Students will http://www.pbs.org/wgbh/amex/reagan/filmmore/refe evaluate the impact vertical integration rence/primary/ citizens have on the http://www.archives.gov/education/lessons/workshee functioning of a democratic government horizontal ts/ by assuming consolidation http://www.learner.org/biographyofamerica/prog12/i responsibilities (e.g., ndex.html Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments seeking and assuming John D. Rockefeller http://www.learner.org/biographyofamerica/prog13/i leadership positions, ndex.html voting) and duties (e.g., serving as jurors, paying Andrew Carnegie http://www.learner.org/biographyofamerica/prog14/i taxes, complying with ndex.html local, state and federal Social Darwinism http://www.learner.org/biographyofamerica/prog15/i laws, serving in the ndex.html armed forces). DOK 3 Gospel of Wealth http://www.learner.org/biographyofamerica/prog16/i ndex.html SS-HS-2.1.1 Students will explain how belief Bessemer Process http://odur.let.rug.nl/%7Eusa/H/1994/chap7.htm systems, knowledge, http://www.smplanet.com/imperialism/toc.html technology and behavior trust http://www.pbs.org/weta/thewest/events/1880_1890. patterns define cultures htm and help to explain monopoly http://www.nps.gov/archive/jeff/1870_1880.html historical perspectives and events in the modern http://www.pbs.org/weta/thewest/resources/archives/ world (1500 A.D. to Interstate eight/dawes.htm present) and United Commerce Act http://www.pbs.org/weta/thewest/events/1890_1900. States (Reconstruction to htm present). DOK 2 Sherman Antitrust http://www.history.com/minisites/ellisisland/ Act http://www.angelisland.org/immigr02.html SS-HS-2.2.1 Students will explain how various human http://www.pbs.org/wgbh/amex/tcrr/index.html needs are met through holding company http://www.loc.gov/rr/hispanic/1898/ interaction in and among http://www.learner.org/biographyofamerica/prog17/i social institutions (e.g., labor union ndex.html family, religion, education, http://memory.loc.gov/ammem/gmdhtml/rrhtml/rrho government, economy) in the modern world (1500 AFL me.html A.D. to present) and the http://www.hfmgv.org/exhibits/wright/ United States Samuel Gompers http://www.pancanal.com/eng/ (Reconstruction to Pullman Strike http://www.pbs.org/wgbh/amex/monkeytrial/ Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments present). http://www.pbs.org/wgbh/amex/earthquake/ Homestead Strike http://www.pbs.org/wgbh/nova/typhoid/ SS-HS-2.3.1 Students will http://www.pbs.org/wgbh/amex/influenza/ explain the reasons why conflict and competition Haymarket Riot http://www.theatlantic.com/politics/immigrat/lescof.h (e.g., violence, difference tm of opinion, stereotypes, collective http://www.learningcurve.gov.uk/greatwar/ prejudice, discrimination, bargaining http://odur.let.rug.nl/%7Eusa/H/1994/ch9_p1.htm genocide) may develop http://www.4learning.co.uk/historyquest/hq_topics_i as cultures emerge in the modern world (1500 A.D. graduated income n_list.html to present) and the tax http://www.lib.msu.edu/sowards/balkan/lect15.htm United States http://www.worldwar1.com/tlsara.htm (Reconstruction to Henry Ford http://www.worldwar1.com/tlalli.htm present). DOK 2 http://userpages.aug.com/captbarb/femvets4.html mass production SS-HS-3.1.1 Students will give examples of and explain how scarcity of assembly line resources necessitates choices at both the scab personal and societal levels in the modern world (1500 A.D. to yellow dog contract present) and the United States (Reconstruction to Populism present) and explain the impact of those choices. Grange DOK 2

SS-HS-3.2.1 Students will compare and contrast economic systems Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2

SS-HS-3.2.2 Students will describe economic institutions such as corporations, labor unions, banks, stock markets, cooperatives, and partnerships.

SS-HS-3.2.3 Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy (e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors try to maximize return). DOK 2

SS-HS-3.4.1 Students will Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments analyze the changing relationships among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls, subsidies, tax incentives) and how each has affected production, distribution and consumption in the United States or the world. DOK 3

SS-HS-3.3.3 Students will explain how the Level of competition in a market is largely determined by the number of buyers and sellers.

SS-HS-3.3.4 Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States and in the global marketplace.

SS-HS-3.4.1 Students will analyze the changing Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments relationships among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls, subsidies, tax incentives) and how each has affected production, distribution and consumption in the United States or the world. DOK 3

SS-HS-3.4.2 Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources have increased productivity in the world. DOK 2

SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SS-HS-4.1.3 Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments dispersion) on which the location and distribution of Earth's human features is based.

SS-HS-4.2.3 Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor). Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments

SS-HS-4.3.2 Students will explain how technology Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels, and influenced development of centers of economic activity. DOK 2

SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3

SS-HS-5.1.2 Students will Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3

SS-HS-5.2.3 Students will explain the impact of massive immigration (e.g., new social patterns, conflicts in ideas about national unity amid growing cultural diversity) after the Civil War. DOK 2

Curriculum Guide for Social Studies Course Name: U. S. History Grade Level Targeted: High School Unit (s): The Imperial Republic Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments 1. Why did the U.S. SS-HS-1.1.2 Students will Alfred Thayer Age of Imperialism Portfolio leave isolationism and explain and give Mahan examples of how pursue a more active democratic governments Geography Application role in world affairs? preserve and protect the Frederick Jackson rights and liberties of Turner History Alive Program 2. Under what their constituents circumstances is through different sources William McKinley Readings: (e.g., U.N. Charter, involvement in world Declaration of the Rights “In Favor of Imperialism” affairs justified? of Man, U.N. Declaration Theodore of Human Rights, U.S. Roosevelt “America’s Anglo-Saxon ‘Mission’” 3. Has the role of the Constitution). DOK 2 U.S. in the world U.S.S. Maine “An American Soldier’s Memory” changed because of SS-HS-1.2.2 Students will interpret the principles of expansionism? limited government (e.g., Rough Riders “The Rough Riders” rule of law, federalism, checks and balances, nationalism “A Criticism of Imperialism” majority rule, protection of minority rights, imperialism “The White Man’s Burden” separation of powers) and evaluate how these principles protect nation-state “Ethics of the Panama Canal” individual rights and promote the "common Americanization “Form The Hawaiian Viewpoint” good.” DOK 3 sphere of influence “A Canal Builder at Work” SS-HS-1.3.3 Students will evaluate the impact citizens have on the yellow journalism “Columbia’s Protest on America’s Actions” functioning of a democratic government William Randolph “An American in Mexico, 1914” Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments by assuming Hearst responsibilities (e.g., Age of Imperialism Open Response seeking and assuming Joseph Pulitzer 4.3.1 … movement and settlement (e.g., push factors leadership positions, such as famines or military conflicts; pull factors such voting) and duties (e.g., as climate or economic opportunity)DOK 3 serving as jurors, paying Platt Amendment 4.3.2 … technology (e.g., computers, telecom- taxes, complying with munications) DOK 2 local, state and federal Boxer Rebellion 5.2.3 … massive immigration (e.g., new social laws, serving in the patterns, conflicts in ideas about national unity amid armed forces). DOK 3 growing cultural diversity)DOK 2

SS-HS-2.1.1 Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2

SS-HS-2.3.1 Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments to present) and the United States (Reconstruction to present). DOK 2

SS-HS-3.3.1 Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply—technology, cost of inputs, number of sellers: demand—income, utility, price of similar products, consumers' preferences). DOK 2

SS-HS-3.4.3 Students will Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SS-HS-4.1.3 Students will use geographic tools (e.g., Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on which the location and distribution of Earth's human features is based.

SS-HS-4.2.4 Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present). Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments

SS-HS-5.2.2 Students will explain how the rise of big business, factories, mechanized farming and Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments the labor movement impacted the lives of Americans. DOK 2

SS-HS-5.2.4 Students will explain and evaluate the impact of significant social, political and economic changes during the Progressive Movement (e.g., industrial capitalism, urbanization, political corruption, initiation of reforms), World War I (e.g., imperialism to isolationism, nationalism), and the Twenties (e.g., economic prosperity, consumerism, women’s suffrage). DOK 3 Harrison County Schools

Curriculum Guide for Social Studies Course Name: U. S. History Grade Level Targeted: High School Unit (s): Progressivism & WWI

Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments 1. Why did political SS-HS-1.1.1 Students will Progressive Progressivism/WWI Portfolio social, and economic compare and contrast (purposes, sources of power) change reforms take various forms of muckraker Geography Application place in the early part of government in the world the twentieth century? (e.g., monarchy, democracy, direct primary History Alive Program republic, dictatorship) and 2. How did the evaluate how effective they initiative Readings: government’s role in the have been in establishing “How Tammany Hall Operated” order, providing security lives of the citizens and accomplishing common referendum change during the goals. DOK 3 “A Muckraker’s Attack on City Corruption” Progressive era? recall SS-HS-1.1.2 Students will “Black Americans and Progressive Reforms” 3. What were the causes explain and give scientific of WW I and did the war examples of how management “A Muckraker’s Attack on Big Business” democratic governments bring peace? preserve and protect the rights and liberties of 17th Amendment “The Growing Interest in Conservation” their constituents through different sources suffrage “The Birth of the Progressive Party” (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration NAWSA “A Program for Reform” of Human Rights, U.S. Constitution). DOK 2 19thAmendment “A Spaniard’s Report on the 1916 Election” Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments

SS-HS-1.2.1 Students will Robert Lafollette “What the Progressives Achieved” analyze how powers of government are distributed and shared Hull House “Declaration of the WCTU” among levels and branches and evaluate Jane Adams “Child Labor in the Coal Mines” how this distribution of powers protects the settlement house “The Status of Women” "common good" (e.g., Congress legislates on behalf of the people; the Booker T. “The Zimmerman Note” President represents the Washington people as a nation; the “Returning Soldiers” Supreme Court acts on W.E.B. DuBois behalf of the people as a whole when it interprets “The President’s ‘War Message’” the Constitution). DOK 3 NAACP “Women Unite to Support the War” SS-HS-1.2.2 Students will Great Migration interpret the principles of “Action at the Front” limited government (e.g., Theodore rule of law, federalism, checks and balances, Roosevelt “Celebrating the Armistice in France” majority rule, protection of minority rights, Roosevelt “In Defense of the League” separation of powers) Corollary and evaluate how these “An Attack on the League” principles protect individual rights and Square Deal promote the "common Progressivism/WWI Open Response good.” DOK 3 Upton Sinclair Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments SS-HS-1.3.1 Students will Meat Inspection explain and give Act examples how the rights of one individual (e.g., smoking in public places, Pure Food and free speech) may, at Drug Act times, be in conflict (e.g., slander, libel) with the conservation rights of another. DOK 2

SS-HS-1.3.2 Students will Woodrow Wilson explain how the rights of an individual (e.g., mobilization Freedom of information Act, privacy) may, at War Industries times, be in conflict with the responsibility of the Board government to protect the "common good" (e.g., Lusitania homeland security issues, environmental nationalism regulations, censorship, search and seizure). DOK 2 militarism

SS-HS-1.3.3 Students will imperialism evaluate the impact citizens have on the alliances functioning of a democratic government by assuming Archduke responsibilities (e.g., Ferdinand seeking and assuming Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments leadership positions, trench warfare voting) and duties (e.g., serving as jurors, paying taxes, complying with mechanized local, state and federal warfare laws, serving in the armed forces). DOK 3 no man’s land

SS-HS-2.1.1 Students will Allies explain how belief systems, knowledge, Central Powers technology and behavior patterns define cultures Selective Service and help to explain Act historical perspectives and events in the modern world (1500 A.D. to Zimmerman Note present) and United Bolshevik States (Reconstruction to present). DOK 2 Alvin York

SS-HS-2.3.1 Students will conscientious explain the reasons why conflict and competition objector (e.g., violence, difference of opinion, stereotypes, U-boat prejudice, discrimination, genocide) may develop 14 Points as cultures emerge in the modern world (1500 A.D. to present) and the League of Nations United States (Reconstruction to reparations Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments present). DOK 2 war guilt clause SS-HS-3.1.1 Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. DOK 2

SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments present). DOK 2

SS-HS-4.1.3 Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on which the location and distribution of Earth's human features is based.

SS-HS-4.2.1 Students will interpret how places and Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region).

SS-HS-4.2.4 Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

SS-HS-4.3.2 Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments levels, and influenced development of centers of economic activity. DOK 2

SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3 Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments

SS-HS-5.2.4 Students will explain and evaluate the impact of significant social, political and economic changes during the Progressive Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments Movement (e.g., industrial capitalism, urbanization, political corruption, initiation of reforms), World War I (e.g., imperialism to isolationism, nationalism), and the Twenties (e.g., economic prosperity, consumerism, women’s suffrage). DOK 3

Curriculum Guide for Social Studies Course Name: U. S. History Grade Level Targeted: High School Unit (s): The Jazz Age

Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments 1. Why did significant SS-HS-1.1.2 Students will Bible Belt The Jazz Age Portfolio social, political, and explain and give examples of how economic changes take democratic governments William Jennings Geography Application place during the 1920’s? preserve and protect the Bryan rights and liberties of History Alive Program 2. How do forms of their constituents fundamentalism expression and through different sources Readings: (e.g., U.N. Charter, Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments communication (radio, Declaration of the Rights Clarence Darrow “Stock Market Fever” music, literature, of Man, U.N. Declaration of Human Rights, U.S. vocabulary, movies, Constitution). DOK 2 Scopes Monkey “The Book, the Bible, and Mr. Bryant” etc.) reflect the time? Trial SS-HS-1.2.2 Students will “Bartolomeo Vanzetti’s Speech to the Jury” 3. How did the 1920’s interpret the principles of agnostic begin to change the role limited government (e.g., “An Interview with Charles A. Lindbergh” of minorities? rule of law, federalism, evolution checks and balances, majority rule, protection “When the Negro Was in Vogue” of minority rights, creationism separation of powers) “Murder for Fun” and evaluate how these credit principles protect The Jazz Age Open Response individual rights and promote the "common installment plan good.” DOK 3 flapper SS-HS-1.3.1 Students will explain and give prohibition examples how the rights of one individual (e.g., smoking in public places, speakeasy free speech) may, at times, be in conflict (e.g., bootlegger slander, libel) with the rights of another. DOK 2 Sacco & Vanzetti

SS-HS-1.3.2 Students will explain how the rights of communism an individual (e.g., Freedom of information red scare Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments Act, privacy) may, at times, be in conflict with Babe Ruth the responsibility of the government to protect the "common good" (e.g., Gertrude Ederle homeland security issues, environmental Charles Lindbergh regulations, censorship, search and seizure). DOK 2 F. Scott Fitzgerald

SS-HS-2.1.1 Students will Louis Armstrong explain how belief systems, knowledge, Duke Ellington technology and behavior patterns define cultures and help to explain Bessie Smith historical perspectives and events in the modern Harlem world (1500 A.D. to Renaissance present) and United States (Reconstruction to present). DOK 2 P. L. Dunbar

SS-HS-2.2.1 Students will Langston Hughes explain how various human needs are met through double standard interaction in and among social institutions (e.g., family, religion, education, Teapot Dome government, economy) in Scandal the modern world (1500 A.D. to present) and the Albert Fall Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments United States (Reconstruction to Warren Harding present).

SS-HS-2.3.1 Students will Calvin Coolidge explain the reasons why conflict and competition Kellog-Briand Pact (e.g., violence, difference of opinion, stereotypes, urban sprawl prejudice, discrimination, genocide) may develop as cultures emerge in the quota system modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SS-HS-3.2.1 Students will Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2

SS-HS-3.3.1 Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply—technology, cost of inputs, number of sellers: demand—income, utility, price of similar products, consumers' preferences). DOK 2

SS-HS-3.4.2 Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources have increased productivity in the world. DOK 2 Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments

SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3 Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments SS-HS-4.1.3 Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on which the location and distribution of Earth's human features is based.

SS-HS-4.2.3 Students will explain how people can develop stereotypes about places and regions (e.g., all Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments cities are dangerous and dirty; rural areas are poor).

SS-HS-4.3.2 Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels, and influenced development of centers of economic activity. DOK 2 Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments

SS-HS-5.1.2 Students will analyze how history is a series of connected Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments events shaped by multiple cause and effect relationships, tying past to present. DOK 3

SS-HS-5.2.4 Students will explain and evaluate the impact of significant social, political and economic changes during the Progressive Movement (e.g., industrial capitalism, urbanization, political corruption, initiation of reforms), Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments World War I (e.g., imperialism to isolationism, nationalism), and the Twenties (e.g., economic prosperity, consumerism, women’s suffrage). DOK 3

Curriculum Guide for Social Studies Course Name: U. S. History Grade Level Targeted: High School Unit (s): The Great Depression

Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments 1. What caused the stock SS-HS-1.1.1 Students will pump-priming Great Depression Portfolio market to crash and why compare and contrast (purposes, sources of power) did this result in the various forms of recession Geography Application Great Depression? government in the world (e.g., monarchy, democracy, depression History Alive Program 2. How did the Great republic, dictatorship) and Depression change the evaluate how effective they hoarding Readings: role of government? have been in establishing “Stock Market Fever” order, providing security and accomplishing common deficit spending goals. DOK 3 “What caused the Great Depression?” price support Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments SS-HS-1.1.2 Students will “Rugged Individualism” explain and give credit examples of how democratic governments “On Government and the Economy” preserve and protect the Dow Jones rights and liberties of Industrial Average “Letter from the Dust Bowl” their constituents through different sources Bonus Army “Father Coughlin’s Anti-New Deal Speech” (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration checks and Great Depression Open Response of Human Rights, U.S. balances Constitution). DOK 2 inflation SS-HS-1.1.3 Students will evaluate how the U.S. government’s response to deflation contemporary issues and societal problems (e.g., speculation education, welfare, health insurance, childcare, crime) Herbert Hoover reflects the needs, wants, and demands of its citizens (e.g., individuals, political Hoovervilles action committees, special interest groups, political bread line parties). Franklin Roosevelt SS-HS-1.2.2 Students will interpret the principles of limited government (e.g., brain trust rule of law, federalism, checks and balances, NRA Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments majority rule, protection of minority rights, AAA separation of powers) and evaluate how these principles protect CCC individual rights and promote the "common TVA good.” DOK 3 Social Security SS-HS-1.3.2 Students will explain how the rights of an individual (e.g., FDIC Freedom of information Act, privacy) may, at demagogue times, be in conflict with the responsibility of the government to protect Huey Long the "common good" (e.g., homeland security Eleanor Roosevelt issues, environmental regulations, censorship, Mary Bethune search and seizure). DOK 2 direct relief SS-HS-1.3.3 Students will evaluate the impact Dust Bowl citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces). DOK 3

SS-HS-2.1.1 Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2

SS-HS-2.3.1 Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2 Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments

SS-HS-3.2.1 Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2

SS-HS-3.3.1 Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments supply—technology, cost of inputs, number of sellers: demand—income, utility, price of similar products, consumers' preferences). DOK 2

SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments (Reconstruction to present). DOK 2

SS-HS-4.2.2 Students will Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. DOK 2

SS-HS-4.3.1 Students will Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 3

SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments (Reconstruction to present). DOK 3

SS-HS-5.2.5 Students will evaluate how the Great Depression, New Deal policies and World War II Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (e.g., emergence of the U.S. as economic and political superpower). DOK 3 Harrison County Schools

Curriculum Guide for Social Studies Course Name: U. S. History Grade Level Targeted: High School Unit (s): World War II

Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments 1. What were the SS-HS-1.1.1 Students will Fascism World War II Portfolio background causes of compare and contrast (purposes, sources of power) WW II? various forms of totalitarianism Geography Application government in the world 2. Why did the U. S. (e.g., monarchy, democracy, genocide History Alive Program enter WW II and what republic, dictatorship) and was the impact of evaluate how effective they kamikaze Readings: Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments American involvement? have been in establishing “The Menace of Hitler” order, providing security concentration camp and accomplishing common 3. When is a country goals. DOK 3 “London During the Blitz” justified in restricting Holocaust the rights of its citizens? SS-HS-1.1.2 Students will “America, ‘The Arsenal of Democracy’” explain and give blitzkrieg 4. How did the outcome examples of how “An Editorial on the Danger of Neutrality” of WW II influence democratic governments anti-Semitism preserve and protect the America’s emergence as rights and liberties of “Pearl Harbor” a super power? their constituents appeasement through different sources “An Army Nurse in the Philippines” (e.g., U.N. Charter, refugee Declaration of the Rights “Life in a Relocation Camp” of Man, U.N. Declaration of Human Rights, U.S. Adolph Hitler Constitution). DOK 2 “Dropping the Atomic Bomb” Joseph Stalin SS-HS-1.2.2 Students will War Posters interpret the principles of Benito Mussolini limited government (e.g., World War II Open Response rule of law, federalism, checks and balances, Nazism majority rule, protection of minority rights, Neville separation of powers) Chamberlain and evaluate how these principles protect individual rights and Winston Churchill promote the "common good.” DOK 3 Charles de Gaulle Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments SS-HS-1.3.1 Students will Kristallnacht explain and give examples how the rights of one individual (e.g., George Patton smoking in public places, free speech) may, at Douglas MacArthur times, be in conflict (e.g., slander, libel) with the Chester Nimitz rights of another. DOK 2

SS-HS-1.3.2 Students will Dwight D. explain how the rights of Eisenhower an individual (e.g., Freedom of information Manhattan Project Act, privacy) may, at times, be in conflict with the responsibility of the Hiroshima government to protect the "common good" (e.g., Nagasaki homeland security issues, environmental Axis Powers regulations, censorship, search and seizure). DOK 2 Atlantic Charter

SS-HS-1.3.3 Students will D-Day evaluate the impact citizens have on the V-E Day functioning of a democratic government by assuming Battle of the Bulge responsibilities (e.g., seeking and assuming Atlantic Charter Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments leadership positions, voting) and duties (e.g., Hideki Tojo serving as jurors, paying taxes, complying with local, state and federal Nisei laws, serving in the armed forces). DOK 3 Yalta Conference

SS-HS-2.1.1 Students will United Nations explain how belief systems, knowledge, technology and behavior Nuremburg Trials patterns define cultures and help to explain G.I. Bill of Rights historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2

SS-HS-2.2.1 Students will explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments

SS-HS-2.3.1 Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SS-HS-3.2.1 Students will compare and contrast economic systems (traditional, command, Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2

SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3

SS-HS-4.2.3 Students will Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor).

SS-HS-4.3.1 Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments States (Reconstruction to present). DOK 3

SS-HS-4.3.2 Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels, and influenced development of centers of economic activity. DOK 2

SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3

SS-HS-5.2.3 Students will explain the impact of massive immigration (e.g., new social patterns, Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments conflicts in ideas about national unity amid growing cultural diversity) after the Civil War. DOK 2Civil War. DOK2

SS-HS-5.2.5 Students will evaluate how the Great Depression, New Deal policies and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (e.g., emergence of the U.S. as economic and political superpower). DOK 3

Curriculum Guide for Social Studies Course Name: U. S. History Grade Level Targeted: High School Unit (s): Cold War Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments 1. Why is the post WW SS-HS-1.1.1 Students will Superpower Cold War Portfolio II relationship between compare and contrast (purposes, sources of power) the U. S. and the U. S. S. various forms of containment Geography Application R. characterized as the government in the world “Cold War?” (e.g., monarchy, democracy, McCarthyism History Alive Program republic, dictatorship) and 2. How did the U. S. evaluate how effective they blacklist Readings: policy of containment have been in establishing “Harry Truman’s Letter to His Daughter” order, providing security lead to future discord and accomplishing common HUAC and conflicts with the goals. DOK 3 “Organizing the United Nations” Soviets? Hollywood Ten SS-HS-1.1.2 Students will “Beginnings of the Cold War” 3. Did the U. S. win the explain and give Alger Hiss Cold War? examples of how “McCarthy’s Anticommunist Crusade” democratic governments preserve and protect the Julius and Ethel 4. What impact did the rights and liberties of Rosenberg “A Report on the Korean Conflict” Cold War have on their constituents American society at the through different sources Domino Theory “Douglas MacArthur’s Farewell to Congress” time and what is the (e.g., U.N. Charter, Declaration of the Rights legacy today? of Man, U.N. Declaration free world “Dwight Eisenhower’s Statement on the of Human Rights, U.S. U-2 Incident” Constitution). DOK 2 communist bloc “The Missile Crisis in Cuba” SS-HS-1.1.3 Students will NATO evaluate how the U.S. “The War in Vietnam” government’s response to Warsaw Pact Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments contemporary issues and “Letter from a Soldier in Vietnam” societal problems (e.g., blockade education, welfare, health insurance, childcare, crime) “Lyndon Johnson on Vietnam and Reelection” reflects the needs, wants, air lift and demands of its citizens Cold War Open Response (e.g., individuals, political Truman Doctrine action committees, special interest groups, political parties). Marshall Plan

SS-HS-1.2.2 Students will Mao Zedong interpret the principles of limited government (e.g., Chiank Kai-shek rule of law, federalism, checks and balances, majority rule, protection Korean War of minority rights, separation of powers) 38th Parallel and evaluate how these principles protect H-bomb individual rights and promote the "common good.” DOK 3 CIA

SS-HS-1.3.1 Students will Harry Truman explain and give examples how the rights Fair Deal of one individual (e.g., smoking in public places, free speech) may, at Nikita Khrushchev times, be in conflict (e.g., slander, libel) with the Dwight Eisenhower Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments rights of another. DOK 2 John F. Kennedy SS-HS-1.3.2 Students will explain how the rights of an individual (e.g., Lyndon Johnson Freedom of information Act, privacy) may, at Great Society times, be in conflict with the responsibility of the Richard Nixon government to protect the "common good" (e.g., homeland security Vietnam issues, environmental regulations, censorship, vietnamization search and seizure). DOK 2 Ho Chi Minh Trail SS-HS-1.3.3 Students will evaluate the impact Agent Orange citizens have on the functioning of a napalm democratic government by assuming responsibilities (e.g., credibility gap seeking and assuming leadership positions, dove voting) and duties (e.g., serving as jurors, paying hawk taxes, complying with local, state and federal Tet Offensive laws, serving in the armed forces). DOK 3 Kent State Massacre Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments SS-HS-2.1.1 Students will explain how belief My Lai Massacre systems, knowledge, technology and behavior patterns define cultures Pentagon Papers and help to explain historical perspectives Gulf of Tonkin and events in the modern Resolution world (1500 A.D. to present) and United States (Reconstruction to War Powers Act present). DOK 2 Dr. Jonas Salk SS-HS-2.2.1 Students will explain how various human rock ‘n’ roll needs are met through interaction in and among social institutions (e.g., beat movement family, religion, education, government, economy) in beatnik the modern world (1500 A.D. to present) and the United States Bay of Pigs (Reconstruction to present). Cuban Missle Crisis SS-HS-2.3.1 Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SS-HS-3.2.1 Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2 Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments SS-HS-3.3.1 Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply—technology, cost of inputs, number of sellers: demand—income, utility, price of similar products, consumers' preferences). DOK 2

SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

SS-HS-4.1.3 Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments dispersion) on which the location and distribution of Earth's human features is based.

SS-HS-4.2.3 Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor). Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments

SS-HS-4.3.2 Students will explain how technology Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels, and influenced development of centers of economic activity. DOK 2

SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3

SS-HS-5.2.3 Students will explain the impact of massive immigration (e.g., new social patterns, conflicts in ideas about national unity amid growing cultural diversity) after the Civil War. DOK 2 Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments

SS-HS-5.2.5 Students will evaluate how the Great Depression, New Deal policies and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (e.g., emergence of the U.S. as economic and political superpower). DOK 3

SS-HS-5.2.6 Students will explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation, Civil Rights Acts), and conflict Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments over political issues (e.g., McCarthyism, U.S. involvement in Vietnam). DOK 3

SS-HS-5.2.7 Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War), and evaluate the impact of these efforts. DOK 3

Curriculum Guide for Social Studies Course Name: U. S. History Grade Level Targeted: High School Unit (s): Contemporary America

Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments 1. What causes change? SS-HS-1.1.1 Students will Nuclear Contemporary America Portfolio compare and contrast proliferation (purposes, sources of power) 2. How have internal various forms of Geography Application Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments and external struggles in government in the world sputnik America’s past shaped (e.g., monarchy, democracy, History Alive Program republic, dictatorship) and who we are today? evaluate how effective they National Highway have been in establishing Defense Act Readings: 3. Do all Americans order, providing security “John F. Kennedy’s Inaugural Address” have access to the and accomplishing common flexible response American Dream? goals. DOK 3 “Desegregation: On the Front Lines” sit-in 4. How have America’s SS-HS-1.1.2 Students will “Crisis in Little Rock” explain and give struggles with changes examples of how prejudice demonstrated a need for democratic governments “I have a Dream” conflict resolution? preserve and protect the racism rights and liberties of “Equal Rights for All” their constituents executive privilege through different sources (e.g., U.N. Charter, “Women’s Dissatisfaction” Declaration of the Rights glasnost of Man, U.N. Declaration “The Gains of Feminism” of Human Rights, U.S. Limited Test Ban Constitution). DOK 2 Treaty “The Moon Landing” SS-HS-1.1.3 Students will evaluate how the U.S. affirmative action “The Meaning of Watergate” government’s response to contemporary issues and James Meredith “The Energy Crisis” societal problems (e.g., education, welfare, health Martin Luther King “A New Direction” insurance, childcare, crime) reflects the needs, wants, and demands of its citizens Rosa Parks “Concern for the Environment” (e.g., individuals, political Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments action committees, special Malcolm X “The First Day of Desert Storm” interest groups, political parties). The Nation of Contemporary America Open Response SS-HS-1.2.2 Students will Islam interpret the principles of limited government (e.g., Black Power rule of law, federalism, checks and balances, Stockley majority rule, protection of minority rights, Carmichael separation of powers) and evaluate how these Black Panthers principles protect individual rights and Brown vs. Board of promote the "common good.” DOK 3 Education

SS-HS-1.3.1 Students will SNCC explain and give examples how the rights SCLC of one individual (e.g., smoking in public places, free speech) may, at freedom rider times, be in conflict (e.g., slander, libel) with the Civil Rights Act of rights of another. DOK 2 1964

SS-HS-1.3.2 Students will Peace Corp explain how the rights of an individual (e.g., Freedom of information Warren Act, privacy) may, at Commission Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments times, be in conflict with the responsibility of the Watergate government to protect the "common good" (e.g., homeland security Saturday Night issues, environmental Massacre regulations, censorship, search and seizure). DOK Miranda Rights 2

SS-HS-1.3.3 Students will counter culture evaluate the impact citizens have on the Woodstock functioning of a democratic government OPEC by assuming responsibilities (e.g., seeking and assuming “Reaganomics” leadership positions, voting) and duties (e.g., Sandra Day serving as jurors, paying O’Connor taxes, complying with local, state and federal laws, serving in the Operation Desert armed forces). DOK 3 Storm

SS-HS-2.1.1 Students will Iran-Contra explain how belief systems, knowledge, technology and behavior Oliver North patterns define cultures and help to explain NAFTA historical perspectives Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments and events in the modern Jimmy Carter world (1500 A.D. to present) and United States (Reconstruction to Ronald Reagan present). DOK 2 George Bush SS-HS-2.2.1 Students will explain how various human Bill Clinton needs are met through interaction in and among social institutions (e.g., George W. Bush family, religion, education, government, economy) in terrorism the modern world (1500 A.D. to present) and the weapons of mass United States (Reconstruction to destruction present). Iran SS-HS-2.3.1 Students will explain the reasons why Iraq conflict and competition (e.g., violence, difference of opinion, stereotypes, Sept. 11, 2001 prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2 Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments SS-HS-3.1.1 Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. DOK 2

SS-HS-3.2.1 Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2

SS-HS-3.2.3 Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy (e.g., producers Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors try to maximize return). DOK 2

SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments United States (Reconstruction to present). DOK 2

SS-HS-4.1.3 Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on which the location and distribution of Earth's human features is based. Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments SS-HS-4.2.1 Students will interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region).

SS-HS-4.2.4 Students will explain how people from different cultures with different perspectives view Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

SS-HS-4.3.2 Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments economic interdependence at all levels, and influenced development of centers of economic activity. DOK 2

SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments (Reconstruction to present). DOK 3

SS-HS-5.2.5 Students will evaluate how the Great Depression, New Deal policies and World War II Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (e.g., emergence of the U.S. as economic and political superpower). DOK 3

SS-HS-5.2.6 Students will explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation, Civil Rights Acts), and conflict over political issues (e.g., McCarthyism, U.S. involvement in Vietnam). DOK 3 Essential Questions Kentucky Key Activities toward Core Content Vocabulary/K and Course Objectives Version 4.1 ey Concepts Assessments SS-HS-5.2.7 Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War), and evaluate the impact of these efforts. DOK 3