Social Science U.S. HISTORY 11-12

Curriculum Standard One: The students will analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.

Performance Objective Critical Attributes Benchmarks/Assessment

1. The students will describe the A. Can the students explain the idea of • The students will create a flow chart Enlightenment and the rise of natural rights? contrasting the Divine Right of Kings democratic ideas as the context in with John Locke’s Natural Rights which the nation was founded. philosophy.

*2. The students will analyze the A. Can the students identify those parts of • The students will choose a signer of the ideological origins of the American the Declaration that specify our Declaration and write a letter from his Revolution, the Founding Fathers’ unalienable natural rights? point of view, explaining the philosophy of divinely bestowed importance of our natural rights. unalienable natural rights, the B. Can the students explain the • In a class discussion, the students will debates on the drafting and weaknesses of the Articles of explain how the Articles limited the ratification of the Constitution, and Confederation? power of Congress. the addition of the Bill of Rights. C. Can the students describe the • The students will write a letter as a compromises in the Constitution? Delegate to the Constitutional Convention, explaining to his home district why the compromises in the Constitution are, or are not, acceptable.

3. The students will understand the A. Can the students compare and contrast • On a poster, the students will outline history of the Constitution after 1787 the positions of the Federalists and the arguments for and against a Bill of with emphasis on federal versus state Anti-Federalists? Rights. authority and growing • The students will discuss the reasons democratization. that the Federalists won approval of the Constitution.

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4. The students will examine the effects A. Can the students explain the factors • The students will create a flow chart of the Civil War and Reconstruction which promoted the industrial growth showing the factors that promoted and of the industrial revolution, of the and its position as industrial growth. including demographic shifts and the a world power in the post-war period? emergence in the late nineteenth century of the United States as a world power.

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Curriculum Standard Two: The students will analyze the relationship among the rise of the industrialization, large-scale rural- to-urban migration, and massive immigration from Southern and Eastern Europe.

Performance Objective Critical Attributes Benchmarks/Assessment

1. The students will know the effects of A. Can the students identify leading social • In a descriptive essay, the students industrialization on living and reformers an muckrakers of the period will describe Upton Sinclair’s The working conditions, including the and describe their impact on society? Jungle and explain its impact on the portrayal of working conditions and progressive reform movement. food safety in Upton Sinclair’s The B. Can the students explain how massive • The students will construct a model of Jungle. immigration and industrialization an urban slum and explain the factors produced urban slums? that led to its creation.

2. The students will describe the A. Can the students describe the living • The students will write a movie review changing landscape, including the and working conditions in the large of a film that depicts the living and growth of cities linked by industry urban areas? working conditions in large urban and trade, and the development of areas. cities divided according to race, ethnicity, and class.

*3. The students will trace the effect of A. Can the students describe the effects of • The students will make a chart of the the Americanization movement. the Americanization movement? policies of the American Protective Association.

4. The students will analyze the effect A. Can the students analyze how urban • The students will write a research of urban political machines and political machines gained power and paper on the rise and fall of the Tweed responses to them by immigrants and explain how they were viewed by Ring and Tammany Hall. middle-class reformers. immigrants and middle-class reformers?

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*5. The students will discuss corporate A. Can the students describe the corporate • In small group discussions, the mergers that produced trusts and mergers that produced trusts and students will demonstrate an cartels and the economic and cartels and state the short and long- understanding of how corporate political policies of industrial leaders. term effects of these business mergers produced trusts and cartels. practices? The students will produce a graphic showing the short and long-term effects of these practices.

*6. The students will trace the economic A. Can the students identify the causes • The students will create a chart development of the United States and and effects of the growth of big showing the causes and effects of the its emergence as a major industrial business? growth of big business. power, including its gains from trade and the advantages of its physical geography.

7. The students will analyze the A. Can the students explain the concepts • In a Venn diagram, the students will similarities and differences between of and the Social compare and contrast the basic tenants the ideologies of Social Darwinism Gospel? of social Darwinism and the Social and Social Gospel (e.g., using Gospel. biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).

*8. The students will examine the effect A. Can the students analyze the benefits • The students will imagine that they are of political programs and activities of of the political programs of the a farmer in the late 1800s. The Populists. Populists? students will identify some of the organizations that promise to help them and determine how the help will benefit them.

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9. The students will understand the A. Can the students analyze and explain • In small group discussions, the effect of political programs and how the role of the federal government students will analyze initiative, activities of the Progressives (e.g., changed during the Progressive Era? referendum, and recall as Progressive federal regulation of railroad reforms and create a flow chart transport, Children’s Bureau, the explaining them as progressive Sixteenth Amendment, Theodore reforms. Roosevelt, Hiram Johnson).

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Curriculum Standard Three: The students will analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issue regarding religious liberty.

Performance Objective Critical Attributes Benchmarks/Assessment

*1. The students will describe the A. Can the students explain the • The students will make a time line contributions of various religious contributions that various religious describing the contributions of various groups to American civic principles groups have made to the founding of religious groups. and social reform movements (e.g., America? civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).

2. The students will analyze the great A. Can the students explain the concepts • In a Venn diagram, the students will religious revivals and the leaders of Social Darwinism and the Social compare and contrast the basic tenants involved in them, including the First Gospel? of social Darwinism and the Social Great Awakening, the Second Great Gospel. Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.

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*3. The students will cite incidences of A. Can the students cite incidences of • The students will research incidences religious intolerance in the United religious intolerance in the United of religious intolerance in the United States (e.g., persecution of Mormons, States? States against Mormons, Catholics, and anti-Catholic sentiment, anti- Jesus and present a report in class. Semitism).

*4. The students will discuss the A. Can the students discuss the expanding • The students will participate in a class expanding religious pluralism in the religious pluralism in the United States discussion on the freedom and United States and California that and California that resulted from large- tolerance of religions in the United resulted from large-scale immigration scale immigration in the twentieth States in contrast to conditions in in the twentieth century. century? countries that do not allow religious freedom.

*5. The students will describe the A. Can the students describe the • The students will examine a current principles of religious liberty found principles of religious liberty found in event article, such as stating the pledge in the Establishment and Free the First Amendment? of allegiance in public schools, and Exercise clauses of the First discuss how the First Amendment to Amendment, including the debate on the Constitution applies to the the issue of separation of church and situation. state.

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Curriculum Standard Four: The students will trace the rise of the United States to its role as a world power in the twentieth century.

Performance Objective Critical Attributes Benchmarks/Assessment

1. The students will list the purpose and A. Can the students explain the purpose • In a letter to an editor of a newspaper the effects of the Open Door policy. and effect of the Open Door Policy? from a merchant in China, the students will explain the purpose and effect of the Open Door Policy.

2. The students will describe the A. Can the students explain the issues • The students will participate in a Spanish-American War and U.S. involved in American expansion in the debate involving American expansion expansion in the South Pacific. late 1800s? in the late 1800s.

B. Can the students demonstrate an • The students will demonstrate through understanding of the Spanish- a map or chart showing the cause and American War and its effect on effect of the Spanish-American War on American Foreign Policy? the American Foreign Policy.

*3. The students will discuss America’s A. Can the students discuss America’s • The students will participate in a role in the Panama Revolution and role in the Panama Revolution and the debate over the pros and cons of the building of the Panama Canal. building of the Panama Canal? America’s role in the Panama Revolution and of the value of the Panama Canal.

*4. The students will explain Theodore A. Can the students analyze and explain • The students will create a chart Roosevelt’s Big Stick diplomacy, the foreign policy decisions of the comparing and contrasting the foreign William Taft’s Dollar Diplomacy, Roosevelt, Taft, and Wilson policy decisions of the Roosevelt, Taft, and Woodrow Wilson’s Moral administrations? and Wilson administrations. Diplomacy, drawing on relevant speeches.

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B. Can the students explain the main • After reading Woodrow Wilson’s ideas of Woodrow Wilson’s Fourteen Fourteen Points, the students will, in Points? graphic organizer format, paraphrase the main ideas.

5. The students will analyze the A. Can the students explain the causes • The students will create a propaganda political, economic, and social and consequences of World War I? poster delineating a theme for United ramifications of World War I on the States entry into World War I. home front. B. Can the students explain the political • The students will create a chart and economic effects of World War I delineating the social, political, and on the home front? economic ramifications of World War I on the home front.

6. The students will trace the declining A. Can the students trace the increased • In a chart, the students will compare role of Great Britain and the role the United States has played in and contrast the influence Great Britain expanding role of the United States world affairs after World War II? and the United States have had on in world affairs after World War II. major world events after World War II.

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Curriculum Standard Five: The students will analyze the major political, social, economic, technological, and cultural developments of the 1920s.

Performance Objective Critical Attributes Benchmarks/Assessment

1. The students will discuss the policies A. Can the students state the different • The students will write a paper of Presidents Warren Harding, Calvin cases to be made for and against outlining the pros an cons of Harding’s Coolidge, and Herbert Hoover. Harding’s “normalcy” policy? “normalcy” policy.

*2. The students will analyze the A. Can the students analyze the reasons • The students will construct a concept international and domestic events, for immigration quotas? web outlining the reasons for interests, and philosophies that immigration quotas. prompted attacks on civil liberties, B. Can the students explain the • The students will explain the appeal of including the Palmer Raids, Marcus significance of Marcus Garvey’s the UNIA by creating a recruiting Garvey’s “back-to-Africa” ideas? poster. movement, the Ku Klux Klan, and immigration quotas and the responses C. Can the students describe the rise and • The students will create a timeline of organizations, such as the decline of the Ku Klux Klan during the showing the rise and decline of the Ku American Civil Liberties Union, the decade? Klux Klan during the 1920s. National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.

3. The students will examine the A. Can the students explain the reasons • In small group discussions, the passage of the Eighteenth for the Volstead Act (Prohibition) and students will explore the reasons for Amendment to the Constitution and its consequences? the Volstead Act and its consequences the Volstead Act (Prohibition). and explain them in a report.

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*4. The students will analyze the passage A. Can the students analyze the passage • The students will write an essay of the Nineteenth Amendment and of the Nineteenth Amendment and the analyzing the passage of the the changing role of women in changing role of women in society? Nineteenth Amendment and the society. changing role of women in society.

*5. The students will describe the A. Can the students describe the • After studying examples from Harlem Harlem Renaissance and new trends conditions that led to the Harlem Renaissance literature, music, and art in literature, music, and art, with Renaissance and the resulting cultural (e.g., Zora Neale Hurston, Langston special attention to the work of expansion? Hughs, Duke Ellington, Laura Wheeler writers (e.g., Zora Neal Hurston, Waring), the students will write an Langston Hughes). essay about the Harlem Renaissance. • The students will read and study excerpts from the writings of W.E. B. Dubois, Booker T. Washington, and Marcus Garvey on the role and position of the African American in American society. The students will then correctly compare and contrast their ideas in a chart (Venn diagram) and write a narrative description that accurately portrays the solutions offered by each of these writers.

6. The students will trace the growth A. Can the students describe the rise of • After studying the rise of radio and and effects of radio and movies and mass media and other technological movies, the students will describe their their role in the worldwide diffusion changes, and their positive and positive and negative effects on of popular culture. negative effects on popular culture? popular culture in an essay.

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*7. The students will discuss the rise of A. Can the students discuss the rise of • The students will participate in a mass production techniques, the mass production techniques, the Socratic Seminar on the rise of mass growth of cities, the impact of new growth of cities, the impact of new production techniques, the growth of technologies (e.g., the automobile, technologies (e.g., the automobile, cities, the impact of new technologies electricity), and the resulting electricity), and the resulting (e.g., the automobile, electricity), and prosperity and effect on the prosperity and effect on the American the resulting prosperity and effect on American landscape. landscape? the American landscape.

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Curriculum Standard Six: The students will analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.

Performance Objective Critical Attributes Benchmarks/Assessment

*1. The students will describe the A. Can the students describe the monetary • The students will draw a poster that monetary issues of the late nineteenth issues of the late nineteenth and early depicts the problems of soft money and early twentieth centuries that twentieth centuries that gave rise to the policies versus hard money policies gave rise to the establishment of the establishment of the Federal Reserve and the gold standard versus the Federal Reserve and the weaknesses and the weaknesses in key sectors of unlimited coinage of silver to expand in key sectors of the economy in the the economy in the late 1920s? the money supply. late 1920s. • The students will use primary source documents to show which key sectors of the economy were weak during the 1920s.

*2. The students will understand the A. Can the students describe the • The students will write a comparison of explanations of the principle causes Roosevelt administration’s response to the Hoover and Roosevelt responses to of the Great Depression and the steps the Great Depression? the Great Depression. taken by the Federal Reserve, Congress, and Presidents Herbert B. Can the students describe the multiple • The students will complete a chart Hoover and Franklin Delano causes of the Great Depression? displaying the multiple causes of the Roosevelt to combat the economic Great Depression. crisis. C. Can the students describe the policies • Working in small groups, the students initiated by the Hoover administration will describe the policies initiated by to combat the economic crisis of the the Hoover administration to combat Great Depression? the economic crisis of the Great Depression in a short essay.

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*3. The students will discuss the human A. Can the students describe the effects of • The students will write a critique of the toll of the Depression, natural the depression on ordinary people in film “The Grapes of Wrath.” disasters, and unwise agricultural different parts of the nation? practices and their effects on the depopulation or rural regions and on B. Can the students describe the impact of • After viewing the works of Lange and political movements of the left and natural disasters and unwise Rothstein, the students will explain, in right, with particular attention to the agricultural practices on the economy an essay, the impact of natural disasters Dust Bowl refugees and their social of the Dust Bowl and the resulting and unwise agricultural practices on and economic impacts in California. social dislocation of the people? the economy and the social dislocation of people because of the Dust Bowl. C. Can the students understand the • The students will participate in a role- relationship between severe economic playing simulation of a family distress and social turmoil and its impacted by the Great Depression. effects on the more benign aspects of daily life?

*4. The students will analyze the effects A. Can the students describe how social • The students will construct a chart of and the controversies arising from welfare programs, regulatory agencies, showing how the New Deal changed New Deal economic policies and the and economic planning bureaus of the the role of government. expanded role of the federal New Deal expanded the process and government in society and the role of the national government and economy since the 1930s (e.g., changed federalism? Works Progress Administration, Social Security, National Labor B. Can the students evaluate and analyze • After studying the political, economic, Relations Board, farm programs, the political, economic, and social and social measures enacted during the regional development policies, and measures enacted during the New New Deal, the students will create a energy development projects, such as Deal?’ chart explaining their impact and the Tennessee Valley Authority, labeling each as relief, recovery, or California Central Valley Project, reform. and Bonneville Dam).

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C. Can the students assess and analyze the • The students will write a position paper impact of the enlarged size of the showing how enlarged government and government resulting from the Great increased presidential power posed a Depression, World War II, and post- risk to the separation of power and war international tensions led to representative government. increased powers of the presidency, and describe how it posed a risk to the separation of powers and representative government?

*5. The students will trace the advances A. Can the students trace the advances • The students will make a timeline of and retreats of organized labor, from and retreats of organized labor, from the advances and retreats of organized the creation of the American the creation of the American labor from the creation of the Federation of Labor and the Congress Federation of Labor and the Congress American Federation of Labor and the of Industrial Organizations to current of Industrial Organizations to current Congress of Industrial Organizations to issues of a postindustrial, issues of a postindustrial, multinational the United Farm Workers of today. multinational economy, including the economy, including the United Farm • The students will participate in a United Farm workers in California. workers in California? Socratic Seminar on current issues of a postindustrial, multinational economy.

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Curriculum Standard Seven: The students will analyze America’s participation in World War II.

Performance Objective Critical Attributes Benchmarks/Assessment

1. The students will examine the origins A. Can the students analyze and explain • The students will create an annotated of American involvement in the war, the factors contributing to the rise of time line that explains the factors with an emphasis on the events that dictatorships in Germany, Italy, Japan, contributing to the rise of dictatorships precipitated the attack on Pearl and the Soviet Union, as well as the in Germany, Italy, Japan, and the Harbor. events leading up to the attack of Pearl Soviet Union, as well as the events Harbor? leading up to the .

2. The students will explain U.S. and A. Can the students describe wartime • In a unit test, the students will describe Allied wartime strategy, including strategy and major campaigns? a wartime strategy and major campaign the major battles of Midway, (e.g., Normandy or Iwo Jima). Normandy, Iwo Jima, Okinawa, and • The students will create a timeline of the Battle of the Bulge. major battles of World War II.

3. The students will identify the roles A. Can the students give examples of the • The students will write a series of and sacrifices of individual American role and sacrifices of the American soldiers’ letters home as evidence of soldiers, as well as the unique soldier? soldier sacrifice. contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).

4. The students will analyze A. Can the students discuss Roosevelt’s • The students will compose a detailed Roosevelt’s foreign policy during foreign policy during World War II? response to Roosevelt’s “Four World War II (e.g., Four Freedoms Freedoms” speech. speech).

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5. The students will discuss the A. Can the students explain the response • In an essay, the students will evaluate constitutional issues and impact of of the Roosevelt administration to the the response of the Roosevelt events on the U.S. home front, Holocaust? administration to the Holocaust. including the internment of Japanese Americans (e.g., Fred Korematsu v. B. Can the students evaluate and explain • The students will write a position paper United States of America) and the the decision to intern Japanese on the issues surrounding Japanese restrictions on German and Italian Americans during the war, describe the internment. resident aliens; the response of the constitutional issues involved, and its administration to Hitler’s atrocities impact? against Jews and other groups; the roles of women in military production; and the roles and growing political demands of .

*6. The students will describe the major A. Can the students describe major • The students will create a chart developments in aviation, weaponry, developments in aviation, weaponry, showing major developments in communication, and medicine and communications, and medicine? aviation, weaponry, communication, the war’s impact on the location of and medicine. American industry and use of resources.

7. The students will discuss the decision A. Can the students examine the • The students will debate the to drop atomic bombs and the controversy over President Truman’s controversy surrounding the dropping consequences of the decision decision to drop atomic bombs? of the atomic bomb. (Hiroshima and Nagasaki).

*8. The students will analyze the effect A. Can the students give examples of how • The students will create a graph of massive aid given to Western the Marshall Plan impacted the post- showing the impact of the Marshall Europe under the Marshall Plan to war United States economy? Plan on the post-war United States rebuild itself after the war and the economy. importance of a rebuilt Europe to the U.S. economy. H:\DATA\WORD\HISTORY\S&B-AR\USHIST.DOC6/23/03 *Power Standard 17 Social Science U.S. HISTORY 11-12

Curriculum Standard Eight: The students will analyze the economic boom and social transformation of post-World War II America.

Performance Objective Critical Attributes Benchmarks/Assessment

1. The students will trace the growth of A. Can the students describe the factors • The students will make a chart to service sector, white collar, and surrounding the growth of jobs in explain the factors surrounding the professional sector jobs in business government and business? growth of jobs in government and and government. business.

2. The students will describe the A. Can the students appraise the impact of • The students will write a research significance of Mexican immigration Mexican immigration on the paper tracing the role of the Mexican and its relationship to the agricultural agricultural economy, especially in farm worker in California agriculture. economy, especially in California. California?

3. The students will examine Truman’s A. Can the students recognize the source • The students will create a graphic labor policy and congressional of conflict between Truman and illustrating the labor conflict, including reaction to it. Congress over labor policy? the Taft-Hartley Act, railroad strike, the Fair Deal, and minimum wage.

4. The students will analyze new A. Can the students explain the reasons • In a small group presentation, the federal government spending on for increased federal spending on students will show the reasons for defense, welfare, interest on the education, defense, welfare, and increased federal spending, citing national debt, and federal and state interest on the national debt? examples (i.e., the California Master spending on education, including the Plan for Education). California Master Plan.

5. The students will describe the A. Can the students report on the increase • The students will create an annotated increased powers of the presidency in of Presidential power? time line that explains the factors response to the Great Depression, leading to increased Presidential World War II, and the Cold War. power.

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*6. The students will discuss the diverse A. Can the students discuss the diverse • The students will draw a map of the environmental regions of North environmental regions of North diverse environmental regions of North America, their relationship to local America, their relationship to local America. economies, and the origins and economies, and the origins and • The students will brainstorm solutions prospects of environmental problems prospects of environmental problems to environmental problems and in those regions. in those regions? participate in a Socratic Seminar on the origins and prospects of environmental problems.

*7. The students will describe the effects A. Can the students describe the effects • Working in groups, the students will on society and the economy of on society and the economy of make presentations on the effects on technological developments since technological developments since society and the economy of 1945, including the computer 1945, including the computer technological developments since revolution, changes in revolution, changes in communication, 1945, including the computer communication, advances in advances in medicine, and revolution, changes in communication, medicine, and improvements in improvements in agricultural advances in medicine, and agricultural technology. technology? improvements in agricultural technology.

8. The students will discuss forms of A. Can the students identify trends in • In a presentation to the class, the popular culture, with emphasis on music, sports, architecture, and artistic students will perform examples of their origins and geographic diffusion styles? popular music from each decade and (e.g., jazz and other forms of popular explain the forces that influenced them. music, professional sports, • In a presentation to the class, the architectural and artistic styles). students will explain the changes in professional sports, particularly the breaking of the color barrier. • The students will display a series of photos showing the changes in art and architecture and include a written evaluation of each. H:\DATA\WORD\HISTORY\S&B-AR\USHIST.DOC6/23/03 *Power Standard 19 Social Science U.S. HISTORY 11-12

Curriculum Standard Nine: The students will analyze U.S. foreign policy since World War II.

Performance Objective Critical Attributes Benchmarks/Assessment

*1. The students will discuss the A. Can the students identify the major • Working in groups, the students will establishment of the United Nations organizations and agreements that research and present information on and International Declaration of helped shape modern Europe and one of the following: United Nations Human Rights, International maintain international order? and International Declaration of Monetary Fund, World Bank, and Human Rights, International Monetary General Agreement on Tariffs and Fund, World Bank, or General Trade (GATT) and their importance Agreement on Tariffs and Trade in shaping modern Europe and (GATT). maintaining peace and international order.

*2. The students will understand the role A. Can the students explain the • The students will label and color an of military alliances, including importance of military alliances during outline map to show the location of the NATO and SEATO, in deterring the Cold War? NATO and Warsaw Pact nations. communist aggression and maintaining security during the Cold War.

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*3. The students will trace the origins A. Can the students explain Truman’s • After studying Truman’s policy of and geopolitical consequences policy of containment? containment, the students will (foreign and domestic) of the Cold complete a chart describing the goals War and containment policy, and results of the Truman Doctrine, including the following: North Atlantic Treaty Organization, The era of McCarthyism, instances Southeast Asian Treaty organization, of domestic Communism (e.g., and the Berlin blockade and airlift. Alger Hiss) and blacklisting B. Can the students analyze and explain • The students will list and explain the The Truman Doctrine the factors that led to the Korean War factors that led to the Korean War and The Berlin Blockade and the effects of the war on U.S. create a poster illustrating its effect on The Korean War foreign and domestic policy? the United States foreign and domestic The Bay of Pigs invasion and the policy. Cuban Missile Crisis • The students will complete a chart that Atomic testing in the American C. Can the students analyze and explain analyzes and explains the policies at West, the “mutual assured the domestic response to the spread of federal and state levels to deter its destruction” doctrine, and international communism? spread of communism (i.e., the rise and disarmament policies fall of McCarthyism, loyalty oaths, the The Vietnam War establishment of Congressional Un- Latin American policy American Activities committees). D. Can the students describe the reasons • As a newspaper journalist, the students for the consequences of the Bay of will write an editorial describing the Pigs invasion? reasons for the Bay of Pigs invasion and explain how it influenced the Cuban Missile Crisis.

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E. Can the students describe United • The students will complete a chart States foreign relations with Latin displaying United States foreign American nations? relations with Latin American nations, such as Guatemala (1954), Alliance for Progress (1961), Dominican Republic (1965), Chile (1973), the Panama Canal Treaty (1978), and Nicaragua and El Salvador (1980s). F. Can the students analyze and explain • The students will complete a chart United States economic relationships comparing present day United States with the nations of Latin America? economic relationships with Mexico, Brazil, and Chile.

*4. The students will list the effects of A. Can the students list the effects of • The students will complete a cause and foreign policy on domestic policies foreign policy on domestic policies and effect chart showing the effects of and vice versa (e.g., protests during vice versa (e.g., protests during the war foreign policy on domestic policies and the war in Vietnam, the “nuclear in Vietnam, the “nuclear freeze” vice versa, including protests during freeze” movement). movement)? the war in Vietnam and the “nuclear freeze” movement.

*5. The students will analyze the role of A. Can the students analyze the role of the • The students will write an essay on the the Reagan administration and other Reagan administration and other causes of the end of the Cold War, in factors in the victory of the West in factors in the victory of the West in the which they analyze the role of the the Cold War. Cold War? Reagan Administration and other factors.

*6. The students will describe U.S. A. Can the students describe U.S. Middle • Working in groups, the students will Middle East policy and its strategic, East policy and its strategic, political, present posters showing U.S. Middle political, and economic interests, and economic interests, including those East policy and its strategic, political, including those related to the Gulf related to the Gulf War? and economic interests, including those War. related to the Gulf War.

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*7. The students will examine relations A. Can the students examine relations • Using the library and the Internet, the between the United States and between the United States and Mexico students will work in groups to find Mexico in the twentieth century, in the twentieth century, including key articles on the relationship between the including key economic, political, economic, political, immigration, and United States and Mexico and key immigration, and environmental environmental issues? economic, political, immigration, and issues. environmental issues in the twentieth century in order to write short summaries of them.

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Curriculum Standard Ten: The students will analyze the development of federal civil rights and voting rights.

Performance Objective Critical Attributes Benchmarks/Assessment

*1. The students will explain how A. Can the students explain how demands • The students will examine primary demands of African Americans of African Americans helped produce a source documents, such as A. Phillip helped produce a stimulus for civil stimulus for civil rights, including Randolph’s plans for a march on rights, including President President Roosevelt’s ban on racial Washington, President Roosevelt’s Roosevelt’s ban on racial discrimination in defense industries in Executive Order banning discrimination in defense industries 1941, and how African Americans’ discrimination in defense plants, the in 1941, and how African service in World War II produced a “Double-V” campaign, the Americans’ service in World War II stimulus for President Truman’s contributions of African Americans produced a stimulus for President decision to end segregation in the and other members of ethnic minorities Truman’s decision to end segregation armed forces in 1948? in the armed services during World in the armed forces in 1948. War II, and President Truman’s Executive Order ending segregation in the armed forces. The students will complete a timeline showing how demands of African Americans helped produce a stimulus for civil rights.

*2. The students will examine and A. Can the students analyze the contrast • The students will create a chart analyze the key events, policies, and between the Constitution and the showing major supreme court decisions court cases in the evolution of civil practices of racial segregation? and legislation dealing with racial rights, including Dred Scott v. segregation, and debate the Sanford, Plessy v. Ferguson, Brown constitutionality of these decisions. v. Board of Education, Regents of the B. Can the students assessed the impact • In small groups, the students will University of California v. Bakke, on American society in the 1950s of analyze the Supreme Court’s decision and California Proposition 209. the Supreme Court’s decision in in Brown v. Board of Education of Brown v. Board of Education of Topeka and explain the importance of Topeka? education in the life chances of an individual writing a letter to the editor.

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*3. The students will describe the A. Can the students describe the • After reading an article on collaboration on legal strategy collaboration on legal strategy between collaboration between African between African American and white African American and white civil American and white civil rights civil rights lawyers to end racial rights lawyers to end racial segregation lawyers, the students will role play a segregation in higher education. in higher education? meeting in which they plan legal strategies on how to end racial segregation on higher education.

*4. The students will examine the roles A. Can the students explain how the • In an essay, the students will describe of civil rights advocates (e.g., A. process of change in civil rights the process of change during the civil Philip Randolph, Martin Luther occurred and describe the work of rights movement and explain the work King, Jr., Malcom X, Thurgood important individuals who were in the of Martin Luther King, Jr., Megar Marshall, James Farmer, Rosa forefront of promoting change? Evers, John Lewis, and Rosa Parks in Parks), including the significance of furthering this cause. Martin Luther King, Jr.’s “Letter B. Can the students explain the different • Using primary sources, including from Birmingham Jail” and “I Have a approaches of the civil rights struggle speeches, writings (including “Letter Dream” speech. taken by Martin Luther King, Jr. and from a Birmingham Jail”), excerpts Malcolm X? from literature, and documentary photographs, the students will write an editorial assessing the different approaches of the civil rights struggle taken by Martin Luther King, Jr. and Malcolm X.

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5. The students will discuss the A. Can the students describe how the civil • In a unit test essay, the students will diffusion of the civil rights rights movement encouraged women, explain how the civil rights movement movement of African Americans Hispanics, American Indians, and the encouraged women in their campaign from the churches of the rural South handicapped in their campaigns for for legislative and judicial recognition and the urban North, including the legislative and judicial recognition of of their civil equality. resistance to racial desegregation in their civil equality? Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.

*6. The students will analyze the passage A. Can the students analyze the passage • In a class discussion, the students will and effects of civil rights and voting and effects of civil rights and voting debate the relative importance of rights legislation (e.g., 1964 Civil rights legislation (e.g., 1964 Civil access to education versus access to the Rights Act, Voting Rights Act of Rights Act, Voting Rights Act of 1965) political process. 1965) and the Twenty-Fourth and the Twenty-Fourth Amendment, Amendment, with an emphasis on with an emphasis on equality of access equality of access to education and to to education and to the political the political process. process?

*7. The students will analyze the A. Can the students analyze the women’s • The students will construct a timeline women’s rights movement from the rights movement from the era of of the women’s rights movement from era of Elizabeth Stanton and Susan B. Elizabeth Stanton and Susan B. the era of Elizabeth Staton and Susan Anthony and the passage of the Anthony and the passage of the B. Anthony to the movement launched Nineteenth Amendment to the Nineteenth Amendment to the in the 1960s. movement launched in the 1960s, movement launched in the 1960s, • The students will write letters to the including differing perspectives on including differing perspectives on the editor from women with differing the roles of women. roles of women? perspectives on the role of women in society. H:\DATA\WORD\HISTORY\S&B-AR\USHIST.DOC6/23/03 *Power Standard 26 Social Science U.S. HISTORY 11-12

Curriculum Standard Eleven: The students will analyze the major social problems and domestic policy issues in contemporary American society.

Performance Objective Critical Attributes Benchmarks/Assessment

*1. The students will discuss the reasons A. Can the students identify causes for • The students will discuss how reforms for the nation’s changing changes in immigration policy? in immigration policy have led to an immigration policy, with emphasis increase in diversity, with emphasis on on how the Immigration Act of 1965 the Immigration Reform Act of 1965, and successor acts have transformed the Immigration Reform and Control American society. Act of 1986, and the Immigration Act of 1990.

*2. The students will discuss the A. Can the students identify the major • In small groups, the students will study significant domestic policy speeches policies of the various Presidential various Presidential State of the Union of Truman, Eisenhower, Kennedy, Administrations during this time addresses and other primary sources Johnson, Nixon, Carter, Reagan, period? and create a chart showing domestic Bush, and Clinton (e.g., with regard goals of different administrations. to education, civil rights, economic policy, environmental policy).

3. The students will describe the A. Can the students describe the changing • The students will research issues changing roles of women in society roles of women in society as reflected surrounding the changing roles of as reflected in the entry of more in the entry of more women into the women in society, such as childcare, women into the labor force and the labor force and the changing family family leave, and the class ceiling, and changing family structure. structure? present their findings to the class using overhead transparencies or PowerPoint slides.

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4. The students will explain the A. Can the students describe the impact • Through dramatic interpretation, the constitutional crisis originating from Watergate has had on various students will create an original script the Watergate scandal. administrations? depicting the impact of Watergate on the Presidential office and other branches of Government.

5. The students will trace the impact of, A. Can the students trace the impact of, • The students will participate in a need for, and the controversies need for, and the controversies classroom simulation of a legal case associated with environmental associated with environmental involving a dispute between conservation, expansion of the conservation, expansion of the national environmental protection advocates national park system, and the park system, and the development of and property rights advocates. development of environmental environmental protection laws, with protection laws, with particular particular attention to the interaction attention to the interaction between between environmental protection environmental protection advocates advocates and property rights and property rights advocates. advocates?

6. The students will analyze the A. Can the students analyze the • The students will look at statistics on persistence of poverty and how persistence of poverty and how poverty rates over time and debate different analyses of this issue different analyses of this issue varying solutions for welfare reform, influence welfare reform, health influence welfare reform, health health insurance reform, and other insurance reform, and other social insurance reform, and other social policies. policies. policies?

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7. The students will explain how the A. Can the students explain how the • The students will summarize and federal, state, and local governments federal, state, and local governments present to the class, articles and have responded to demographic and have responded to demographic and editorials from newspapers, magazines, social changes, such as population social changes, such as population and the Internet on how the federal, shifts to the suburbs, racial shifts to the suburbs, racial state, and local governments have concentrations in the cities, Frostbelt- concentrations in the cities, Frostbelt- responded to demographic and social to-Sunbelt migration, international to-Sunbelt migration, international changes, such as population shifts to migration, decline of family farms, migration, decline of family farms, the suburbs, racial concentrations in increases in out-of-wedlock births, increases in out-of-wedlock births, and the cities, Frostbelt-to-Sunbelt and drug abuse. drug abuse? migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.

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