U.S. History II

UNITED STATES HISTORY II GRADE 11

EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618

BOE Approval Date: January 27, 2020 __ Michael Nitti Written by: Social Studies Staff Superintendent

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

TABLE OF CONTENTS

Page

21st Century Life and Careers 3

Scope and Sequence of Essential Learning:

Unit 1: The Great Depression and The New Deal 5

Unit 2: The Rise of Dictators and World War II 10

Unit 3: The Cold War Begins and the Eisenhower Era 15

Unit 4: Civil Rights and the 60s 20

Unit 5: Vietnam and the 70s 26

Unit 6: The Conservative Revolution 31

Unit 7: Contemporary Connections 35

Sample 21st Century, Career, & Technology Integration 40

Holocaust & Amistad Mandates 43

21st Century Life and Careers

In today's global economy, students need to be lifelong learners who have the knowledge and skills to adapt to an evolving workplace and world. To address these demands, Standard 9, 21st Century Life and Careers, which includes the 12 Career Ready Practices, establishes clear guidelines for what students need to know and be able to do in order to be successful in their future careers and to achieve financial independence. The 12 Career Ready Practices These practices outline the skills that all individuals need to have to truly be adaptable, reflective, and proactive in life and careers. These are researched practices that are essential to career readiness. 9.1 Personal Financial Literacy This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers. 9.2 Career Awareness, Exploration, and Preparation This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements. 9.3 Career and Technical Education Technology Integration 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge. 8.2 Technology Education, Engineering, Design and Computational Thinking – Programming All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

ELA Integration

The Research Simulation Task and the DBQ requires students to analyze an informational topic through several articles or multimedia stimuli. Students read and respond to a series of questions and synthesize information from multiple sources in order to write an analytic essay.

Companion Standards - History, Social Studies, Science and Technical Subjects (9- 10)

UNIT 1: THE GREAT DEPRESSION AND THE NEW DEAL (5 DAYS)

Why Is This Unit Important?

The course comes full circle, as many of the problems inherent in America’s efforts to develop a stable democratic republic without too much centralized power manifests in the extended economic contraction known as the Great Depression. In their efforts to assure continuous and frequent reassessment of the issue of representation of the polity through frequent election of executives and legislators, the leaders of the Constitutional Convention did not completely address the problems that could arise from the implementation of competing economic theories and policies on the macro economy, that theoretically, could be changed or altered with each election cycle.

The 1920s represented a time of economic boom for many Americans, but the uneven distribution of wealth, lack of regulation of the banking system, and a laissez-faire approach to business and labor heralded by the Republican presidents of this self-same time period as a ‘self-regulating, free market’ system was unsustainable. Their economic visions lacked awareness of the effect that human vices, especially greed and impulsiveness, could have on a ‘self-regulating’ system. The economy suffered and so did Americans. The nation’s Gross Domestic Product fell nearly 46% from 1929 to 1933, and all levels of American society felt the shockwaves of this reality as 1 in every 4 Americans in the labor force could not secure jobs. Bread lines lengthened, banks closed, farmers lost their land and homes, homelessness spiked, and children suffered abandonment. Meanwhile, racial and gender disparities in employment and treatment in the public sphere further dispossessed those members of society who had already been suffering from the effects of poverty, exploitation, and greed even during the 20s ‘boom’.

The election of Franklin D. Roosevelt in 1932 marked the onset of a “new deal for all Americans”. His economic policy included crucial social elements aimed at easing the pain of Americans. At the same time, he increased the political posture of the presidency in the eyes of America and a consenting Congress, and scholars argue that he exercised and exerted more power than any president before him. Despite his efforts to invigorate economic growth with a Keynesian stratagem, the economy seemed unwilling to recover and under his presidency suffered a second recessionary dip.

This interwar period serves as one of the most pivotal moments in American economic history. A study of the causes and effects of the Depression, of the role of the three branches of government and the Fed in maintaining a stable economy with low inflation, and of the nature of economics as a decidedly social paradigm bears great importance as the global economy still suffers ever-so-slight tremors stemming from economic instability—warning signs that lessons of the past should be heeded to avert crisis.

Enduring Understandings:

 Unfettered capitalism results in unequal distributions of wealth in ways that are damaging to macro-economies (overarching)  The concept of rugged individualism does not factor in institutional and systemic barriers to socioeconomic upward mobility created by the clandestine relationships between big business lobbies and politicians, as evinced especially in the Depression and the Gilded Age (overarching)  Uncontrolled inflation or deflation can be hard to reign in, even with aggressive monetary policies (overarching)  Overproduction, over-speculation in the stock market, risky borrowing, an uneven distribution of wealth, and the collapse of banks brought about the massive contraction in the nation’s economy (topical)

Essential Questions:

 Noting the varied responses individuals, families and businesses had to severe economic contraction and high unemployment, what lessons can be learned about human nature and behavior when faced with crippling scarcity of resources?  How can another Great Depression be averted?  Why is it important to study economics through the dual lens of both monetary and fiscal policies as well as social impact?  What are the positive and negative aspects of FDR’s presidency and presidential presence insofar as they concern executive power, the polity’s perceptions of the responsibilities of the president, and the balance between the three branches of government?

Acquired Knowledge:

 Deleterious agricultural practices contributed to the severity of the Dust Bowl.  The Great Depression resulted from government economic policies, business practices and individual decisions, and it impacted business and society.  Several safeguards were put in place under President Roosevelt to ensure the American public against any future collapse of the banking system.  Deflationary cycles may initially contribute to economic growth, but ultimately can hurt the economy if demand for goods and services continues to fall as consumers wait to buy in hopes of even lower prices.

Acquired Skills:

 Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the country’s economic health.  Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used to evaluate the health of the economy.  Explain the interdependence of various parts of a market economy.  Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability.  Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities.  Assess the effectiveness of governmental policies enacted during the New Deal period (i.e., the FDIC, NLRB and Social Security) in protecting the welfare of individuals.  Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents.

Assessments:

Formative:

 In groups of three, create a plan for fixing the economy in its present state, using knowledge gained from studying the Great Depression and the New Deal to develop strategies and address the exigencies inherent in trying to balance a responsible economic policy with social welfare.

Summative:

 Performance Task (GRASPS)

 Goal: Create a media journal for publication to be used in a social studies classroom.  Role: Research assistant  Audience: Publishing company that markets materials to schools.  Situation: A publishing company is looking for a collection of primary source newspaper articles in the form of a booklet with researcher commentary that can be used in a history classroom to give students easy access to newspaper articles from the Great Depression that highlight the social effects of the Depression.  Product: Students will produce booklets that collect printed screen captures from Google News archives articles from the Depression period. The booklet should be divided into five parts with two articles in each: 1) articles that discuss the economic realities of the Depression (e.g., bank runs and panic); 2) articles at discuss the effects of the Depression on children; 3) articles that discuss any minority groups’ experiences during the Depression; 4) articles that address crimes reflective of the anxieties and needs produced by economic contraction; 5) articles that discuss the global Depression. Each article should have commentary that summarizes the article and offers a brief analysis of the Depression’s effects on American society.  Standards: Analytical Rubric

 Causes and effects of the Great Depression quiz.

Benchmark:

 Unit Test: Multiple choice; short answer; and long answer responses

Alternative:

 Free-write essay: How does the New Deal fundamentally change the role of the federal government? What role should the government play concerning modern political issues?

Interdisciplinary Connections:

Language Arts, Technology, Music, Visual and Auditory Arts, Economics

NJSLS Standards:

6.1.12.A.9.a, 6.1.12.B.9.a, 6.1.12.C.9.a-d, 6.1.12.D.9.a-b, 6.1.12.A.10.a-c, 6.1.12.B.10.a, 6.1.12.C.10.a-b, 6.1.12.D.10.a-d

Instructional Resources:

Core:

 Cayton, Andrew. America: Pathways to the Present. Needham, MA: Prentice Hall.  American Pageant, History of the American People, Sixteenth Edition, Cengage Learning.

Supplemental:

 Chang, Ha. 23 Things They Don't Tell You About Capitalism. New York: Bloomsbury Press, 2010. Print.

 Dudley, William, and John Chalberg. Opposing Viewpoints in American History. Detroit: Greenhaven Press, 2007. Print.

 Google News Archive. .

 Maddox, Robert J., ed. Annual Editions: American History. Guilford, CT: Dushkin Pub. Group, 1995. Print.

 Powell, Jim. FDR's Folly: How Roosevelt and His New Deal Prolonged the Great Depression. New York: Crown Forum, 2003. Print.

 Selfridge, John D.. Franklin D. Roosevelt: The People's President. New York: Ballantine, 1990. Print.

 Woods, Thomas E.. The Politically Incorrect Guide to American History. Washington, D.C.: Regnery Pub., 2004. Print.

Technology Integration:

 Use Socrative app to test pre-unit knowledge  Create a New Deal database using Padlet  Create booklets using a program Google Slides  Study music of the Great Depression using YouTube

UNIT 2: THE RISE OF DICTATORS AND WORLD WAR II (12 DAYS)

Why Is This Unit Important?

This unit will examine the impact of Nazism and racial theories on the development of fascist states in Europe and Asia. World War II provided the greatest example of genocide in modern history and a study of the Holocaust of Jews in Germany will reveal the evil of Hitler’s big lie and the diabolical nature of the final solution.

This era in American history reveals the challenges of often divergent forces in our unique system as economic and racial theory vie with democratic principles. An investigation of America’s diplomatic and military efforts will reveal how the events surrounding World War II transformed America economically, technologically, socially and politically.

Themes of war and diplomacy, as well as the social impact on minority groups, labor and business, will be considered. An analysis will show the negative effect of war on civil liberties, including the Japanese Internment. America’s evolution from a marginal world role to that of superpower will be marked.

Enduring Understandings:

 Students will debunk the flawed racial theories of the Nazi Germany and Imperial Japan and consider the importance of tolerance (topical)  Students will investigate the foreign policy trend from isolation to intervention (overarching)  Students will analyze the impact of technology on warfare during World War II and contemplate the morality of total war (topical)  Students will consider the burdens of citizenship during a time of war (overarching)  Students will contemplate the ongoing struggle for racial and gender equality and evaluate the progress for minorities and women (overarching) NJSLS 6.1.12.A.11.c, 6.1.12.A.11.a 6.1.12.D.11.c  Students will evaluate the political, social and economic factors that allowed the rise of Fascism NJSLS 6.1.12.A.11.a  Students will compare with varying perspectives of victims, survivors, bystanders, rescuers and perpetrators during the Holocaust NJSLS 6.1.12.D.11.d

Essential Questions:

 How should the United States respond to aggressor nations? NJSLS 6.1.12.A.11.b  Did the international community fail the Jews during the holocaust? NJSLS 6.1.12.A.11.b,c,e; 6.1.12.D.11.a  How did the holocaust and World War II lead to the establishment of the UN? NJSLS 6.1.12.D.11.a,e  What factors determine US involvement in war? NJSLS 6.1.12.A.11.b, 6.1.12.B.11.a  Are war-time measures devised to protect the country, such as internment, unjust?  Is the use of propaganda during war justified?  Was the decision to use the atomic bomb immoral? NJSLS 6.1.12.A.11.b,d  Has the status for women and minorities changed significantly during this time period? NJSLS 6.1.12.C.11.a,b  How have technological advancements changed the nature of war? NJSLS 6.1.12.C.11.b  What role did New Jersey play in the mobilization for war? NJSLS 6.1.12.D.11.b

Acquired Knowledge:

 Identify the factors driving American foreign policy.  Chronicle the events leading up to U.S. involvement in World War II.  Explain the role propaganda in preparation for war.  Analyze government management of the wartime economy.  Determine how technological advancements affected the nature of World War II on land, on water and in the air.  Identify Nuremberg Laws and other policies that target the Jewish population in Germany.  Identify factors that contribute to the rise of totalitarian governments.  Trace the events leading to the development and dropping of the Atomic Bomb.

Acquired Skills:

 Discuss the perspectives of isolationists and interventionists.  Analyze primary source documents in the formation of arguments in favor of and against Japanese internment camps.  Analyze the causes and impact of World War II.  Work cooperatively to consider the impact of the war on minorities, labor, and business.  Evaluate the achievements of minorities during World War II.  Judge government response to the Holocaust.  Map skills – compare the pre and post World War II maps to note significant changes.  Debate the use of the atomic bomb against Japan.  Connect the factors in the end of World War II to the origins of the Cold War.

Assessments:

Formative:

 Timeline: territorial aggression in Europe and Asia  Modified Socratic Discussion: What political and economic factors led to American isolation in the 1930s? What events led to a shift in American policy?  Document Analysis: Korematsu decision.

Summative:

 Test: World War II. Multiple Choice, Matching, OEQ, Free Response: World War II is sometimes called ‘the good war.’ Is this a legitimate designation? What features of the war obviously make it seem ‘good’? What aspects of the war were morally troubling?

Benchmark:

 Essay: Predict and describe an alternate historical pattern based upon a change in three historical events from the Socratic discussion. Consider both economic and political factors.

Alternative:

 Book Thief Project: (GRASPS) Options - Narrate scenes in History from ‘Death’s’ perspective. Recreate scenes where the characters made difficult ethical/moral decisions. Create a movie trailer for a film The Book Thief.

Instructional Resources:

Core:

 Cayton, Andrew. America: Pathways to the Present. Needham, MA: Prentice Hall.  American Pageant, History of the American People, Sixteenth Edition, Cengage Learning.

Supplemental:

 Opposing Viewpoints in American History Volume II. San Diego, California: Greenhaven Press, Inc., 1996. (28A and 28B) – ‘Lend Lease’  Opposing Viewpoints in American History Volume II. San Diego, California: Greenhaven Press, Inc., 1996. (29A and 29B) – ‘Korematsu Decision’  Zusak, Markus, The Book Thief, Knopf, New York, 2005  Wiesel, Elie, Night, Hill and Wang, New York, 2006  Nuremberg Laws 1934 and Virginia Code: Racial Integrity Act of 1924  A History of Eastern Aircraft Division General Motors Corporation Trenton, NJ 1944  DVD – The Century – Over the Edge, Civilians at War, Homefront. ABC News. 1999  Holocaust Mandate

NJSLS Standards:

6.1.12.A.11. a,b,c,d,e 6.1.12.B.11. a 6.1.12.C.11. a,b 6.1.12.D.11. a,b,c,d,e

Suggested Learning Activities:

 Lecture/Discussion: Rise of Dictators  Create a timeline of territorial aggression in Europe and Asia.  Individual research: Primary sources  Lecture/Discussion: Battles and Strategies of World War II  Lecture/Discussion: Great Migration and the War Effort  DBQ/ Group Document analysis: Japanese-American Internment Chronology Study the documents and compile evidence of racial prejudice, wartime hysteria, and a failure of political leadership  Compare/Contrast: Nuremberg Laws to Virginia Code  Create a timeline of World War II conferences

Interdisciplinary Connections:

 Literature – The Book Thief; Night  Technology – The Book Thief project; movie-trailer

Technology Integration:

 Interactive timelines: Pre-World War II policy concerning Japan and Germany  Interactive map on Pacific Theater  Auschwitz Memorial and Museum Virtual Tour  Google Docs to compile and collaborate with primary resources on isolation/intervention debate  Padlet app to create interactive timelines of the World War II years

Additional Teacher Resources:

 Schindler’s List, Universal Studios, Directed by Steven Spielberg, 1993  Band of Brothers, HBO, Directed by David Frankel, 2002 – Part 9 Why We Fight  Disney Shorts, World War II Propaganda  Saving Private Ryan, D-Day scene, Directed by Steven Spielberg, 1999  Pearl Harbor, Surprise attack scene, Directed by Michael Bay, 2001  Boy in the Striped Pajamas, Miramax, 2009

UNIT 3: THE COLD WAR BEGINS AND THE EISENHOWER ERA (8 Days)

Why Is This Unit Important?

This unit will examine the roots of the Cold War and the impact the ideological struggle had on our economic, political, diplomatic and educational efforts. Proxy wars and the concept of mutually-assured destruction will be platform for discussion. Significant changes in the post- war economy and the long-term implications of the baby boom will also be addressed. McCarthyism and fear of communist infiltration must be considered as an ongoing theme of civil liberties vs. security. The entrenchment of consumerism and conformity vie with the beginnings of a latent counter-culture will also be investigated. The growing power of a military-industrial complex that still exists today will also be considered.

Enduring Understandings:

 Students will identify the impact the fear of communism has on domestic and foreign policy (topical) NJSLS 6.1.12.B.12.a  Students will investigate the ongoing battle between capitalist and communist ideology (overarching) NJSLS 6.1.12.C.12.a,b,c; 6.1.12.A.12.a  Students will make connections between popular culture, consumerism, and music in the 50s and today (overarching) NJSLS 6.1.12.C.12.c,d  Students will consider the ongoing struggle for gender equality and changing social mores (overarching)

Essential Questions:

 Could the Cold War have been avoided?  Does the United States have an obligation to support democracies across the globe?  Are math and science the most important subjects in school? NJSLS 6.1.12.C.12.a  What foreign and domestic factors led to McCarthy’s Red Scare? NJSLS 6.1.12.D.12.b  Was McCarthy a patriot?  What technological advancements had the greatest impact on society?  Did women take a step back with regard to their liberties during the 50s?  Is conformity dangerous?  What impact did the Highway Act and the automobile industry have on American economy and society?  Is America’s consumer society endangering the planet?  Was Eisenhower’s caution about the military-industry complex justified?

Assessments:

Formative:

 DBQ-Was the 1950’s a decade of conformity?

Summative:

 Unit Test-The Cold War and The Eisenhower Era

Benchmark:

 Modified Socratic Discussion:  What foreign and domestic factors led to McCarthy’s Red Scare?  What were the positive and negative results of the McCarthy phenomenon?  Was McCarthy a patriot?  Essay: In Eisenhower’s farewell address he cautioned America about the growing ‘military-industrial complex.’ Eisenhower realized that during the Cold War there was a danger of trading away liberties for security. The Obama administration has faced difficult challenges in the War on Terror. What advice would Ike give President Obama in a post 9/11 world? Support your answer with examples from the Eisenhower era and today.

Alternative:

 Performance Task (GRASPS): Using Tootle as a model, create a children’s book that addresses a 1950s theme  Create an interactive timeline of important events during the 1950’s using Padlet

Acquired Knowledge:

 Recognize the geopolitical changes in reshaping of the globe after World War II.  Identify satellite nations controlled by the Soviet Union.  Define capitalism and communism and explain their perspective ideologies.  Identify the factors that influenced formation of post-war alliances and organizations.  Trace the events of the McCarty Era.  Identify new technologies and advancements in business.  Identify political and economic factors that lead to the development of the suburbs.  Define elements of 50s culture.

Acquired Skills:

 Map the post-war political alliances (NATO, Warsaw Pact, etc.).  Compare and contrast Soviet and American goals in Europe.  Analyze the impact of McCarty on civil liberties.  Assess the impact of technologies on society and determine which was most significant.  Predict how Eisenhower would advise a modern political figure to proceed.  Apply current technology in the creation storybook that addresses cultural themes.

Instructional Resources:

Core:

 Cayton, Andrew. America: Pathways to the Present. Needham, MA: Prentice Hall.  American Pageant, History of the American People, Sixteenth Edition, Cengage Learning.

Supplemental:

 Opposing Viewpoints in American History Volume II. San Diego, California: Greenhaven Press Inc., 1996. (32 A and B) – McCarthy  Post War Economic Statistics  Crampton, Gertrude. Tootle. A Golden Book, New York: 1945-1973  Eisenhower’s Farwell Address  DVD – The Century: Best Years; Happy Daze, ABC News. 1999  Opposing Viewpoints in American History Volume II. San Diego, California: Greenhaven Press, Inc., 1996 Viewpoint 34A and 34B  Good Night and Good Luck. Directed by George Clooney. Warner Brothers Studios: 2006

NJSLS Standards:

6.1.12.A.12.a, 6.1.12.B.12.a 6.1.12.C.12.a,b,c,d 6.1.12.C.12.a,b,c,d,e

Anticipatory Set:

 McCarthyism Simulation: Who Stole the Tests?

Suggested Learning Activities:

 Socratic Discussion – McCarthyism  Lecture/Discussion – Cold War (Truman Doctrine, Marshall Plan, Iron Curtain, Containment)  Analyze Primary Source Materials – Military Industrial Complex essay  Lecture/Discussion: Perils of technology (Comparison of televisions, computers, and beyond)  Individual Research: Children’s book assignment

Interdisciplinary Connections:

 Literature – Children’s book assignment  Art – Children’s book assignment  Technology – Children’s book assignment

Technology Integration:

 Cold War Newspaper project using Padlet  Edpuzzle-Origins of the Cold War  Blendspace/Tess Teach-1950’s Culture

UNIT 4: CIVIL RIGHTS AND THE 60S (12 Days)

Why Is This Unit Important?

This unit will examine the concentrated efforts of African Americans to shed a political and social spotlight on the issues of discrimination and segregation. The Civil Rights movement produced some of America’s most revered national leaders, and their efforts to work for racial equality and nondiscriminatory legislation have helped to shape the current race relations in America.

Enduring Understandings:

 Students will identify the factors that allowed the Civil Rights movement to ‘take off’ (topical) NJSLS 6.1.12.D.13.a  Students will evaluate the merit of violent versus non-violent protest (topical) NJSLS 6.1.12.C.13.a, 6.1.12.D.13.b  Students will recognize the differences between de jure segregation and de facto segregation (topical)  Students will be able to assess the overall success of the civil rights movement (topical and overarching) NJSLS 6.1.12.A.13.b

Essential Questions:

 Did the Supreme Court abuse its power in the Brown v. BOE decision?  Is the Civil Rights movement a time period of African American oppression or social improvement?  Has the Civil Rights movement ended?  Which form of protest was more effective: non-violent or militant? NJSLS 6.1.12.D.13.b  Was the Civil Rights Act of 1964 effective?  Who was a more effective legislator: JFK or LBJ? NJSLS 6.1.12.C.13.c  Who killed JFK?  Was the goal of a lunar landing in our national interests?

Acquired Knowledge:

 Classify the various Civil Rights groups (NAACP, CORE, SCLC, SNCC)  Identify significant Civil Rights leaders  Explain major Civil Rights legislation and court rulings NJSLS 6.1.12.A.14.b  Identify the major goals of the various Civil Rights movement groups  Identify policies of JFK and LBJ NJSLS 6.1.12.C.13.c  Define NASA’s goals  Identify major Warren court decisions NJSLS 6.1.12.A.14.b  Define judicial activism NJSLS 6.1.12.A.14.b

Acquired Skills:

 Compare and contrast Martin Luther King and Malcolm X  Analyze statistics to determine success of freedom summer  Analyze Earl Warren’s argument on desegregation of schools  Make an argument discussing the overall success or failure of the Civil Rights movement  Sequence the events of the Civil Rights movement on a timeline  Research Civil Rights legislation and modern Civil Rights issues  Compare and contrast policies of New Frontier and Great Society  Evaluate assassination conspiracy theories  Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.  Analyze how scientific advancements impacted the national and global economies and daily life

Assessments:

Formative:

 DBQ – Statistical analysis  Essay: Compare/Contrast New Frontier and Great Society  New Frontier and Great Society primary source analysis  Pair/Share

Summative:

 Unit Test: Multiple Choice, Matching, identification, Essay, Free response: Compare and contrast non-violent versus militant protest; which method achieved the greater gains?

Benchmark:

 Socratic Discussion: Has judicial activism (Warren Court) improved American society? Has Patriot Act reversed gains made by Warren Court?

Alternative:

 Performance task o (GRASPS) Civil Rights Roundtable – Research and role-play civil rights leaders o (GRASPS) Civil Rights Newscast – Research Civil Rights event; role play historical figure; report event in form of news broadcast  Civil Rights Hall of Fame-Research and Present

Instructional Resources:

Core:

 Cayton, Andrew. America: Pathways to the Present. Needham, MA: Prentice Hall.  American Pageant, History of the American People, Sixteenth Edition, Cengage Learning.

Supplemental:

 Opposing Viewpoints in American History Volume II. San Diego, California: Greenhaven Press, Inc., 1996 (33A and 33B)  DVD - The Century, Poisoned Dreams, Unpinned, ABC News. 1999  Eyes on the Prize, 1954-65, Blackside Productions, PBS  Mississippi Burning, Directed by Alan Parker, Orion Pictures, 1989  Amistad Mandate

NJSLS Standards:

6.1.12.A.13.b 6.1.12.B.13.a,b 6.1.12.C.13.c,d 6.1.12.D.13.c,f NJCCCS 6.1.12.A.14.b

Suggested Learning Activities:

 Read and analyze primary source documents - Letter from Birmingham Jail  Lecture/Discussion: Non-violent – Militant strategies  Analyze statistics from freedom summer  Research and debate JFK conspiracy theories  Research modern day technologies developed from space program

Interdisciplinary Connections:

 Math - Statistical analysis, Voter registration  Drama – Role play

Technology Integration:

 Digital classroom/Google Classroom  Edpuzzle-flipped classroom  Padlet-digital collaboration in real time  Youtube-analyze music from the 1960’s era

Acquired Skills

 Evaluate the success of American Cold War goals  Assess America’s global position as a result of the collapse of the former Soviet Union  Compare Reagan’s policies with previous conservative administrations  Decide if Clinton’s impeachment charges are valid  Map the collapse of Soviet controlled countries

Assessments

Formative:

 Modified Socratic Discussion: What political and economic factors led to the revival of the Cold War and the collapse of detente? What events trigger a shift in American policy towards the Soviet Union that brings an end to the Cold War?  Document Analysis: Morning in America speech

Summative:

 Test: Conservativism and the 80s: Multiple Choice, RST, political cartoon w/Free Response: Reagan once said “As government expands liberty contracts”. How did the policies of the Reagan administration and the renewal of conservative politics in the 1980s both support and contradict this statement?

Benchmark:

 Essay: Predict and describe an alternate historical outcome based upon the patterns and chronology of collapsing regimes and the Soviet response to the loss of control of satellite nations. Consider geographic, military, economic and political factors.

Alternative:

 Book Project: (GRASPS) Options – Using Too Close To Call (J, Toobin), compare the causes and impacts of the 2000 election crisis to the election outcomes of 2016. Evaluate the impact of the Electoral College of presidential elections, and used book excerpts to justify the elimination or modification of the EC.

Instructional Resources:

Core:

 Cayton, Andrew. America: Pathways to the Present. Needham, MA: Prentice Hall.  American Pageant, History of the American People, Sixteenth Edition, Cengage Learning.

Supplemental:

 In Our Own Words – “National Crusade to make America Great Again”  DVD - The Century  American Experience - Clinton  Great Debate Series  Individual Research Projects

NJSLS Standards:

6.1.12.A.14. a,b,c,d,e,f,h 6.1.12.B.14. a,b,c,d 6.1.12.C.14. a,b,c,d, 6.1.12.D.14. a,b,c,d,e,f

6.3.12.A-D 8.2.12.E 8.2.12.C

Suggested Learning Activities:

 Individual/ small group research and presentation  Journal Entry  Essay writing  Debate  Political Cartoons

Interdisciplinary Connections:

 Economics  Math -- Statistical analysis, charts, graphs  Technology

Technology Integration:

 Google maps from chronological timelines  Skype  Digital classroom  Foreign Policy research project and presentation using PowerPoint and Prezi

UNIT 5: VIETNAM AND THE 70S (10 days)

Why Is This Unit Important?

An analysis of American foreign policy will reveal many triumphs and tragedies of Vietnam whose legacy still haunts us today. Many parallels can be drawn between the war in Vietnam and the current wars in Iraq and Afghanistan. The growing protest movement stretched the very social fabric and polarized the country. Traditionally marginalized groups protested in order to achieve social, economic and political equality. The instability which characterized this tumultuous decade was furthered by corruption and indecision at home and a growing terrorist threat abroad.

Enduring Understandings:

 Students will investigate the penultimate phase of the battle between capitalist and communist ideology (overarching) NJSLS 6.1.12.C.13.b  Students will show the connections between music and power of the movement (topical)  Students will judge if American foreign policy is flawed (overarching)  Students will consider the ongoing struggle for economic, political and social equality in America (overarching) NJSLS 6.1.12.B.13.a, 6.1.12.C.13.c, 6.1.1.12.C.13.d

Essential Questions:

 Were American efforts in Vietnam justified? 6.1.12.A.14.a  Did the feminist movement achieve its goals? NJSLS 6.1.12.A.13.b, 6.1.12.D.13.c,f  What forms of protest were the most successful?  Did the questionable behavior of the counter culture diminish its message?  What impact did the Watergate scandal have on the people’s faith in government?  Can political institutions survive scandals?

Acquired Knowledge:

 Identify the nations of Southeast Asia.  Define the Domino theory  Chronicle the radicalization of the anti-war movement  Trace the development of social movements in the 1970s  Identify factors that led to a shift in US policy towards Vietnam  Define recession, stagflation and depression  Identify foreign policy changes in the Middle East  Compare Republican and Democratic response to economic trends

Acquired Skills:

 Investigate the crimes of Richard Nixon  Debate the validity of American Foreign policy in Vietnam  Interpret music and lyrics from the decades  Analyze the impact of political scandals on efficacy  Compare and contrast foreign policy changes under Nixon, Ford and Carter  Consider the impact of social movements on minorities, the economy and politics  Identify nations in Middle East

Assessments:

Formative Assessment:

 Standards Activity - In small groups, create a resume and employment standard for the presidency, using knowledge of traditional, Constitutional, and current political standards that administrations have been held to by both politicians and the citizenry. Groups must evaluate which political behaviors are most important for an administration to succeed.

Summative Assessment:

 Performance Task (GRASPS)

 Goal: Create a media journal for publication to be used in network new broadcasts.  Role: White House press corps member  Audience: Major media outlet covering Nixon White House  Situation: A major news media outlet is looking for information that can be relayed from a member of the Nixon White House press corps. The information provided will be used during broadcasts to detail the process of détente.  Product: Students will produce Powtoons trace the experiences of Nxion as he pursues the policies of realpolitik and détente. The videos must document Nixon’s foreign policy programs and include the following reports : 1)reporting that traces the motives that move the U.S. away from hawkish policies of the Cold War 2)reporting that discuss the effects of détente on Chinese and Soviet relations; 4) reporting that addresses the conflicting views on détente among U.S. foreign policy advocates; 5) reporting that discusses the global impact of detente. Each report should have commentary that summarizes the elements of detente and offers a brief analysis its effects on American society.  Standards: Analytical Rubric

Benchmark Assessment:

 Test –Vietnam and 70s – Multiple Choice, Matching, OEQ, Free response: Explain two events that caused American Society to lose faith in the U.S. government during the 1970s.

Alternative Assessment:

 Book Project: The Things They Carried: Using available technology (moviemaker, Glogster, Digital vaults), students will employ primary sources to support or debunk the stories and themes presented in The Things They Carried.  Analysis music and lyrics -- Music as an indicator of Social Change. 1970s mix tape representing hawk/dove perspective on the Vietnam War and the anti-war protest movement.  Free-write essay: How did Watergate, the Pentagon Papers, and other political scandals of the 1970s fundamentally change the role of the presidency? What is the long term impact of scandals on the faith that voters have in their government institutions?

Instructional Resources:

Core:

 Cayton, Andrew. America: Pathways to the Present. Needham, MA: Prentice Hall.  American Pageant, History of the American People, Sixteenth Edition, Cengage Learning.

Supplemental:

 Opposing Viewpoints in American History Volume II. San Diego, California: Greenhaven Press, Inc., 1996 (36 A and B) -- Vietnam Justified  Opposing Viewpoints in American History Volume II. San Diego, California: Greenhaven Press, Inc., 1996 (37 A and B) – SDS  Tim O’Brien: The Things They Carried  Music CD cuts from – 50s, 60, 70s and Today  AP US History 2 (Center for Learning) – The Crimes of Richard Nixon  DVD - The Century, Approaching the Apocalypse - 1971-75. ABC News.  DVD - Gibson, Mel, We Were Soldiers, Paramount Pictures, 2002

NJSLS Standards:

6.1.12.A.13. a,b,c 6.1.12.B.13. a,b 6.1.12.C.13. a,b,c,d 6.1.12.C.13. a,b,c,d,e,f 6.1.12.A.14.a

Suggested Learning Activities:

 Debate – Hawks and Doves  Music review – music as an indicator of social change.  Lecture/Discussion – Crimes of Richard Nixon  Document Analysis – Crimes of Richard Nixon  Read Aloud strategies - The Things They Carried  Venn diagram  Film analysis  Map analysis

Interdisciplinary Connections:

 Math - Statistical analysis Escalation chart  Drama – Role play

Technology Integration:

 Powtoon video journals  The Things They Carried project using Movie-maker, animation programs, etc.  YouTube/ Spotify mix tapes: 1970s project

UNIT 6: THE CONSERVATIVE REVOLUTION (8 days)

Why Is This Unit Important?

Immigration, educational opportunities and social interaction have led to the growth of a multicultural society with varying values and perspectives. The election of Ronald Reagan marks a significant shift in American history which alters our political, economic and social make-up. The ‘New Right’ attacks affirmative action and liberal social programs while, in turn, largely ignoring a growing AIDS epidemic. Defense spending, deregulation and the application of supply-side economics allows for unprecedented economic growth on Wall Street and a widening gap between the rich and poor. The end of the Cold War is marked with glasnost, perestroika and the fall of the Berlin Wall.

Enduring Understandings:

 Students will identify the impact the fear of communism has on domestic and foreign policy (topical) NJSLS 6.1.12.A.14.a  Students will investigate the final chapter in between capitalist and communist ideology (overarching)  Students will be able to identify the changing role of the United States on the global stage (topical)  Students will discern the relationship between liberal and conservative forces and judge which have been more influential in framing American foreign policy.  Students will evaluate the political, social and economic factors that allowed for the rise of conservatism.

Essential Questions:

 Should Ronald Reagan be credited with ending the Cold War?  Was Clinton’s election a mandate for change or a repudiation of Bushes policies?  Did politics play in the impeachment of Bill Clinton? NJSLS 6.1.12. A.14.a,d  Do the results of the 2000 presidential election demonstrate a need for electoral reform? NJSLS 6.1.12. A.14.a,d  Should presidents be moral leaders?  Does the U.S. have a responsibility to promote democracy around the world?  How big a role should the government play in the lives of its citizens?  Are Americans better off economically after the Reagan Revolution?

Acquired Knowledge:

 Define Glasnost and Perestroika  Chronicle the events leading to the end of the Cold War/collapse of the Soviet Union  Recognize the shift in U.S. Foreign Policy after the Cold War  Define Reaganomics  Identify factors that led to the development of wealth gap  Trace the spread of democratic reform movements  Trace the economic and social factors that led to a renewal of conservative politics

Acquired Skills

Assessments:

Formative Assessment:

Summative Assessment:

 Test: Conservativism and the 80s: Multiple Choice, RST, political cartoon w/Free Response: Reagan once said “As government expands, liberty contracts”. How did the policies of the Reagan administration and the renewal of conservative politics in the 1980s both support and contradict this statement?

Benchmark Assessment:

Alternative Assessment:

Instructional Resources:

Core:

 Cayton, Andrew. America: Pathways to the Present. Needham, MA: Prentice Hall.  American Pageant, History of the American People, Sixteenth Edition, Cengage Learning.

Supplemental:

 In Our Own Words – “National Crusade to make America Great Again”  DVD - The Century  American Experience - Clinton  Great Debate Series  Individual Research Projects  Digital Archive  Dutch, by Edmund Morris  Recount – HBO films 2002

NJSLS Standards:

6.1.12.A.14. a,b,c,d,e,f,h 6.1.12.B.14. a,b,c,d 6.1.12.C.14. a,b,c,d, 6.1.12.D.14. a,b,c,d,e,f

6.3.12.A-D 8.2.12.E 8.2.12.C

Suggested Learning Activities:

 Individual/ small group research and presentation  Journal Entry  Essay writing  Debate  Political Cartoons

Interdisciplinary Connections:

 Economics  Math -- Statistical analysis, charts, graphs  Technology

Technology Integration:

 Google maps from chronological timelines  Skype  Digital classroom  Foreign Policy research project and presentation using PowerPoint and Prezi

UNIT 7: CONTEMPORARY CONNECTIONS (8 Days)

Why Is This Unit Important?

Terrorism and the 9/11 attack arise as a new threat to world peace. Other significant challenges including recession, globalization, global warming and disasters like Katrina are faced in this study of contemporary history. Ultimately the application of technology will be the key theme in this unit.

Enduring Understandings

 Students will consider the changing nature of threats to world peace including terrorism (topical)  Students will show connections between deforestations, increased fossil fuel consumption, globalization and the problem of global warming (topical) NJSLS 6.1.12.B.14.c  Students will assess the impact technology has on society (overarching)  Students will, using technology, collaborate with other students in the global community (overarching)

Essential Questions

 Is party polarization damaging to American politics? NJSLS 6.1.12. A.14.d,f  What impact will new immigration have on America? NJSLS 6.1.12. A.14.c  What solutions will deal most effectively with long term energy and environmental concerns? NJSLS 6.1.12. A.14.c; 6.1.12.B.14.c  How does advancing technology help or harm society? NJSLS 6.1.12.C.14.b,f  Is the U.S. prepared to be globally competitive?  Can the government provide both safety and liberty in a post 9/11 society?  What is the role of the U.S. military in the world today?  What role should the government play in stabilizing the economy?

Acquired Knowledge:

 Recognize the geopolitical shift in US Foreign Policy after 9/11  Define Globalization  Recognize the development of areas of concern for U.S. foreign policy  Trace the development of the Bush Doctrine and neo-conservative movement  Define unilateral and multilateral military action  Define political culture wars  Identify characteristics of liberal and conservative ideology

Acquired Skills:

 Debate the Bush Doctrine on the issues of Pre-emptive War and Nation Building  Consider the impact of globalization on sustainability of natural resources.  Analyze the economic and social impact of new immigration.  Analyze how America foreign policy in Afghanistan play in the formation of the Taliban and training of Al Qaeda  Identify economic, political and social changes resulting from globalization  Map areas of concern and conflict in the Middle East, Central Asia, and Latin America  Contrast liberal and conservative economic and social policies  Compare and contrast the impact of unilateral and multilateral military action by the U.S.

Assessments:

Formative Assessment:

 In small groups, students will identify civil liberties and current limitations that exist on those liberties since 9/11. Students will decide if the individual right to privacy is more important that the need to promote the safety of the larger society.

Summative Assessments:

 Goal: Create an online geographic footprint for the product of your choice  Role: Product manager  Audience: Large U.S. production firm in need of logistical analysis and support  Situation: You have been hired by a company to look for ways to decrease production cost and increase profits.  Product: Students will choose a product and begin to economically and geographically map the resources and means of production. To do so, students will: 1) research trade and tariff policies and analyze the impact on the movement of resources 2) map the origins and movements of the resources through global markets 3) trace the policies that have led to the development of a global economy 4) discuss the long term impacts of globalization on emerging markets and the U.S. economy.  Standards: Analytical Rubric

 U.S. foreign policy quiz – War on Terror

Benchmark Assessment:

 Final Exam  Research paper – student selected projects

Alternative Assessment:

 Global Connections - Contemporary History and Technology Presentations. Comparative reflection papers on the impact and methods used by other nations to deal with specific topics from past units of study (Nixon/Clinton vs. Rouseff in Brazil, or Sweden’s shift to the right vs. Reagan Republicanism).

Instructional Resources:

Core:

 Cayton, Andrew. America: Pathways to the Present. Needham, MA: Prentice Hall.  American Pageant, History of the American People, Sixteenth Edition, Cengage Learning.

Supplemental:

 In Our Own Words – “National Crusade to make America Great Again”  Frontline – War on Terror  Great Debate Series  Patriot Act  Individual Research Projects  Film Charlie Wilson’s War, Director Mike Nichols, Universal Pictures  Gore, Al, An Inconvenient Truth, Director David Guggenheim, 2006  Digital Archive

NJSLS Standards:

6.1.12.A.14. a,b,c,d,e,f,h 6.1.12.B.14. a,b,c,d 6.1.12.C.14. a,b,c,d, 6.1.12.D.14. a,b,c,d,e,f 6.3.12.A-D 8.2.12.E 8.2.12.C

Suggested Learning Activities:

 Individual/ small group research and presentation  Contemporary Debate Series: National Security, The War On Terror, Global Warming, Alternative Fuels, Technology in Education and the Economy, Partisan Politics, Immigration (collaborate with students from other schools, states, countries)  Digital Socratic Discussion  Back-channeling  Project publication – online

Interdisciplinary Connections:

 Science – Alternative energy solutions, global warming  Math – Statistical analysis, charts, graphs  Technology

Technology Integration:

 Artifact – Persuasive video  Skype  Digital classroom  Foreign Policy research project and presentation using PowerPoint and Prez

Sample Standards Integration

21st Century Skills & Career Readiness Practices

Career Education

In Unit 5, “Vietnam and the 70’s”, teachers help students to make connections between conscription (the draft) and voluntary service. Students are given information about how the fields of military service have changed. Teacher and students discuss how careers in engineering, science, technology and machinery have evolved since the Vietnam War era, and how students can move towards those careers to be eligible for those opportunities for service.

In Unit 2, “American Foreign Policy: World War I and World War II”, students conduct mock trials to simulate real and hypothetical war crimes tribunals (Nuremberg, Hiroshima). Early in the unit, teachers train students as attorneys. Specific legal and courtroom skills and strategies are introduced to students, and training is provided. During training specific undergraduate and law school coursework is mentioned and explained to provide students with the pathway to pursue legal careers.

In Unit 6, “The Conservative Revolution and Today”, students take part in a Mock Senate hearings to investigate modern problems such as climate change and global terror. Students are assigned roles such as Senator, legislative staffer and journalist. As specific competencies and skills are explained with respect to journalism, curriculum/degree pathways are explained, and examples of internships and jobs are introduced (camera operator, news analysis, editing, reporting, social media strategies) that would make it possible for one to the level of being tasked with documenting/analyzing such an event for a media company.

CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

For Example: Throughout the course students are required to demonstrate all of the above skills, as they apply viable research strategies, evaluate data, close read content-specific text, communicate in multiple ways, and effectively employ technology to share ideas.

9.3.12.AG‐ NR.2 Analyze the interrelationships between natural resources and humans.

For Example: In Unit 1, students address the following essential question: Noting the varied responses individuals, families and businesses had to severe economic contraction and high unemployment, what lessons can be learned about human nature and behavior when faced with crippling scarcity of resources? In Unit 2, student analyze primary resources as the investigate the social and economic factors leading up to World War II and the role of natural resources and economics expansion in the allied response to the spread of fascism and totalitarianism . In the final unit, students research solutions that most effectively deal with long term energy and environmental concerns, as they grapple with the causes and effect of climate change.

Technology Integration

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review 8.1.8.D.4 Assess the credibility and accuracy of digital content. 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

For Example: In each of the units there has been an implementation of cutting-edge tools to enhance student engagement. Student projects require pupils to employ a variety of search tools (including databases), corroborate information with reliable sources, and produce multi-page digital documents as well as other authentic visual formats, such as the persuasive video in Unit 7. In Unit 1, students employ Padlet to create a New Deal database, mirroring the databases they employ for their own research.

Interdisciplinary Connection

The DBQ/RST requires students to analyze an informational topic through several articles or multimedia stimuli. Students read and respond to a series of questions and synthesize information from multiple sources in order to write an analytic essay.

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

For Example The Document Based Questions and Research Simulation Tasks in multiple units involve detailed analysis of primary and secondary sources in order to compose an analytical essay. Students are encouraged to look “beyond of the words” included in a document to look for an author’s purpose, intended audience and additional historical context to understand the document. Student responses are submitted in professional form employing Google Docs or Word format.

Holocaust Mandate The curricula addresses issues of bias, prejudice, and bigotry, including bullying through the teaching of the Holocaust and genocide K-12

For Example: In Unit 2, students research the holocaust and address the essential question, “Did the international community fail the Jews during the holocaust?” Students read a historical fiction novel, The Book Thief, and address the difficult ethical and moral decisions made by the central characters. Students also read excerpts from Elie Weisel’s Night, as a primary source addressing the horrors of the death camps.

Amistad Mandate

Mandate requires the teaching of the African slave trade, slavery in America, the vestiges of slavery in this country and the contributions of African Americans to our society.

For Example: In Unit 4, students participate in a Civil rights Round Table. They research historical leaders in the movement from multiple perspectives and debate the actions and directions needed to further equality.