FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
SOCIAL STUDIES DEPARTMENT
ADVANCED PLACEMENT UNITED STATES HISTORY
Grade Level: 11
Credits: 5
BOARD OF EDUCATION ADOPTION DATE:
AUGUST 31, 2015
SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS APPENDIX B: ASSESSMENT EVIDENCE APPENDIX C: INTERDISCIPLINARY CONNECTIONS FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
Board of Education Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President Mr. Vincent Accettola Mr. William Bruno Mrs. Elizabeth Canario Mr. Samuel Carollo Mrs. Amy Fankhauser Mrs. Kathie Lavin Mr. Michael Messinger
Central Administration Mr. Charles Sampson, Superintendent Dr. Nicole Hazel, Chief Academic Officer Dr. Jeffrey Moore, Director of Curriculum and Instruction Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction
Curriculum Writing Committee Mr. Kerry Eisman Ms. Laurie Floyd Mr. John Gibbs Ms. Stacy Nisman Mr. Derek Reichenbecher Ms. Victoria Quinn
Supervisors Mr. Oscar Diaz Mr. Stanley Koba Mr. Peter Krais Ms. Michelle Lilley Mr. Scott Liptzin Ms. Judith Newins AP UNITED STATES HISTORY COURSE PHILOSOPHY Advanced Placement United States History helps students develop the historical thinking skills to examine, analyze, and evaluate major themes in American history from the late 1800s to the present day. Students will explore a variety of historical interpretations and perspectives as they assess the significance of historical events on modern American society and the global community. At the end of this course, students will emerge as confident, informed individuals who are able to meet the demands and challenges of 21st century life with the knowledge and skills required to be active and meaningful participants in a democratic society. COURSE DESCRIPTION In Advanced Placement United States History, students learn how to evaluate primary and secondary source materials, as well as how to weigh the evidence and interpretations presented in historical scholarship. This course will also teach students how to develop the skills necessary to arrive at conclusions on the basis of informed judgment and how to present their ideas in writing and/or verbally clearly and persuasively. While this course focuses on the history of the United States, it is also heavily geared towards helping students become 21st century learners by preparing them for college and their future careers. In order to achieve the goal of developing 21st century learners, students in this course will interact with various forms of technology throughout the course including online research databases and Web 2.0 applications. The themes students will study include American identity, work, exchange, and technology, peopling, politics and power, America in the world, physical and human geography and environment, ideas, belief, and culture.
COURSE SUMMARY COURSE GOALS CG1: Students will analyze, critique, and in some cases, revise historiography by utilizing a variety of viewpoints and given evidence. CG2: Students will investigate major themes and patterns of American history and use this investigation to make connections between current and historical issues. CG3: Students will draw conclusions regarding bias, context, and message to formulate relevant and factually-based arguments. COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS CEU1: The study of history involves the investigation of multiple viewpoints, CEQ1a: What factors affect historiography? perspectives, and experiences that is ever-evolving as new evidence is discovered CEQ1b: Who determines what the "accepted" version of history is? and/or discarded. CEU2: Historical inquiry is complex and involves many skills like analysis, synthesis, CEQ2: What does it mean to think like a historian? contextualization, comparison, and causation. CEU3: History is cyclical with common themes present across geographical areas and CEQ3: How can we learn from the mistakes and successes of the past and apply them time. to current real-world situations? CEU4: Documents reflect attitudes and perspectives in the context of a particular CEQ4a: How can historical contextualization and periodization lead to the greater time period and can be used to extract varying viewpoints based on background, understanding of a document? experience, etc. CEQ4b: How do personal experiences color meaning and message of a text?
UNIT GOALS & PACING
UNIT TITLE UNIT GOALS RECOMMENDED DURATION
Unit 1: Gilded Age Students will assess the economic, political, diplomatic, social, environmental, and cultural impacts of shifting from an agricultural 3-4 weeks (1865-1898) to an industrialized, urbanized society, while applying appropriate historical thinking skills.
Unit 2: The Emergence Students will assess how political, social, and economic changes that resulted from an increasingly pluralistic society and new of Modern America global challenges led to the emergence of the United States as a modern world power, while applying appropriate historical 14-15 weeks (1890-1945) thinking skills.
Unit 3: Postwar Challenges at Home Students will analyze how the post-World War II period significantly impacted America's role as a world power, relationships and Abroad (1945- abroad, and the rights of individuals and groups within the American populace, while applying appropriate historical thinking skills. 8-9 weeks 1980)
Unit 4: Globalization and New Challenges Students will assess how the U.S. experienced renewed ideological and cultural debates, sought to redefine its foreign policy , and Home and Abroad adapted to economic globalization and revolutionary changes in science and technology, while applying appropriate historical 7-9 weeks (1980-Present) thinking skills.
HISTORICAL THINKING SKILLS* HISTORICAL SKILL TYPE DESCRIPTION THINKING SKILL The ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, 1. Historical Causation distinguishing between those that are long-term and proximate, and among coincidence, causation, and correlation.
2. Patterns of Continuity The ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of and Change over Time varying lengths, as well as the ability to relate these patterns to larger historical processes or themes. I. Chronological
Reasoning The ability to describe, analyze, evaluate, and construct the models that historians use to organize history into discrete periods. To accomplish this periodization of history, historians identify turning points and recognize that the choice of 3. Periodization specific dates gives a higher value to one narrative, region, or group than to other narratives, regions or groups. How a historian defines historical periods depends on what the historian considers most significant – political, economic, social, cultural, or environmental factors. Changing periodization can change a historical narrative. The ability to describe, compare, and evaluate multiple historical developments within one society, one or more
4. Comparison developments across or between different societies, and in various chronological and geographical contexts. It also II. Comparison and involves the ability to identify, compare, and evaluate multiple perspectives on a given historical experience. Contextualization The ability to connect historical events and processes to specific circumstances of time and place and to broader 5. Contextualization regional, national, or global processes. The ability to define and frame a question about the past and to address that question through the construction of an
argument. A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis, supported by 6. Historical relevant historical evidence – not simply evidence that supports a preferred or preconceived position. In addition, Argumentation argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available III. Crafting Historical evidence. Arguments from The ability to describe and evaluate evidence about the past from diverse sources (including written documents, works
Historical Evidence of art, archeological artifacts, oral traditions, and other primary sources) and requires students to pay attention to the 7. Appropriate Use of content, authorship, purpose, format, and audience of such sources. It involves the capacity to extract useful Relevant Historical information, make supportable inferences, and draw appropriate conclusions from historical evidence while also Evidence noting the context in which the evidence was produced and used, recognizing its limitations, and assessing the points of view it reflects. The ability to describe, analyze, evaluate, and construct diverse interpretations of the past, and being aware of how
particular circumstances and contexts in which individual historians work and write also shape their interpretation of 8. Interpretation past events. Historical interpretation requires analyzing evidence, reasoning, determining the context, and evaluating IV. Historical points of view found in both primary and secondary sources. Interpretation and The ability to develop meaningful and persuasive new understandings of the past by applying all of the other historical Synthesis thinking skills, by drawing appropriately on ideas and methods from different fields of inquiry or disciplines, and by 9. Synthesis creatively fusing disparate, relevant, and sometimes contradictory evidence from primary sources and secondary works. Additionally, synthesis may involve applying insights about the past to other historical contexts or circumstances, including the present. *from the AP United States History Course and Exam Description, 2014
HISTORICAL THEMES* THEME DESCRIPTION This theme focuses on the formation of both American national identity and group identities in US history. Students should be able to explain how various
identities, cultures, and values have been preserved or changed in different contexts of US history, with special attention given to the formation of Identity gender, class, racial, and ethnic identities. Students should be able to explain how these sub-identities have interacted with each other and with larger conception of American national identity. This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should examine ways that Work, Exchange, different economic and labor systems, technological innovations, and government policies have shaped American society . Students should explore the & Technology lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including th e availability of land and labor, national and international economic developments, and the role of government support and regulation. This theme focuses on why and how the various people who moved to, from, and within the United States adapted to their new so cial and physical environments. Students examine migration across borders and long distances, including the slave trade and internal migration, and how both newcomers Peopling and indigenous inhabitants transformed North America. The theme also illustrates how people responded when “borders crossed them.” Students explore the ideas, beliefs, traditions, technologies, religions, and gender roles that migrants/immigrants and annexed peoples brought with them and the impact these factors had on both these peoples and on US society. Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms
for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the Politics & Power branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual rights and citizenship and survey the evolution of tensions between liberty and authority in different periods of US history. In this theme, students should focus on the global context in which the US originated and developed as well as the influence of the United States on world America in the affairs. Students should examine how various world actors (such as people, states, organizations, and companies) have competed for the territory and World resources of the North American continent, influencing the development of both American and world societies and economies. Students should also investigate how American foreign policies and military actions have affected the rest of the world as well as social issues within the United States itself. Environment and This theme examines the role of environment, geography and climate in both constraining and shaping human actions. Students should analyze the Geography: interaction between the environment and Americans in their effort to survive and thrive. Students should also explore efforts to interpret, preserve, Physical and manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken Human place. This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. Students should examine Ideas, Beliefs, & the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and Culture group actions. Students should analyze the interactions between beliefs and communities, economic values, and political movements, including attempts to change American society to align it with specific ideals. *from the AP United States History Course and Exam Description, 2014 AP UNITED STATES HISTORY UNIT # 1: THE GILDED AGE (1865-1898) SUGGESTED DURATION: 3 - 4 weeks
UNIT OVERVIEW UNIT LEARNING GOALS Students will assess the economic, political, diplomatic, social, environmental, and cultural impacts of shifting from an agricultural to an industrialized, urbanized society, while applying appropriate historical thinking skills. UNIT LEARNING SCALE Students can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical period s and current 4 challenges. The student can: make appropriate use of relevant historical evidence to analyze how political and economic issues defined the Gilded Age; th contextualize connections between major events and technologies that lead to the rise of industrialization and urbanization a t the turn of the 20 3 century and beyond; use historical argumentation to evaluate how prejudices impacted various groups within the United States; synthesize the factors that led to the transition from an agricultural to urban society and the “closing of the west” in Amer ican history; 2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances. 1 The student needs assistance or makes larger errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The rise of big business in the United States encouraged massive migrations and EQ1a: How does national growth affect individuals in a democratic society? urbanization, sparked government and popular efforts to reshape the U.S. economy EQ1b: How can individuals in a democratic system affect change on a national scale? and environment, and renewed debates over U.S. national identity. EU2: The emergence of an industrial culture in the United States led to both greater EQ2a: Is it worth sacrificing the rights of individuals to encourage the growth of the opportunities for, and restrictions on, immigrants, minorities, and women. nation? EQ2b: How can industrialization impact the evolution of society? EQ2c: Are societal subgroups more directly impacted by national change? EU3: The "Gilded Age" witnessed new cultural and intellectual movements in tandem EQ3a: How can societal movements incite policy change at the national level? with political debates over economic and social policies. EQ3b: What factors can spark new political and social movements? NJCCCS & COMMON CORE STANDARDS NJCCCS: 6.1.12.A.5.a Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability 6.1.12.A.5.b Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans. 6.1.12.B.5.a Explain how the Homestead Act, the availability of land and natural resources, and the development of transconti nental railroads and waterways promoted the growth of a nationwide economy and the movement of populations. 6.1.12.B.5.b Assess the impact of rapid urbanization on the environment and on the quality of life in cities. 6.1.12.C.5.a Analyze the economic practices of corporations and monopolies regarding the production and marketing of goods, a nd determine the positive or negative impact of these practices on individuals and the nation and the need for government regulations. 6.1.12.C.5.b Compare and contrast economic development of the North, South, and West in the post-Civil War period. NJCCCS & COMMON CORE STANDARDS 6.1.12.C.5.c Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses an d individuals. 6.1.12.D.5.a Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period. 6.1.12.D.5.b Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers. 6.1.12.D.5.c Assess the effectiveness of public education in fostering national unity and American values and in helping people meet their economic needs and expectations. 6.1.12.D.5.d Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation. 6.1.12.A.6.c Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies. 6.1.12.B.6.b Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion. 6.1.12.C.6.a Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups. 6.1.12.C.6.b Determine how supply and demand influenced price and output during the Industrial Revolution 6.1.12.D.6.a Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.
CCSS: 11 -12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meanin g of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.RH.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribu te to the whole. 11-12.RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. 11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 11-12.WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 11-12.WHST.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointi ng out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. 11-12.WHST.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the disc ipline in which they are writing. 11-12.WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpo se, and audience. 11-12.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. NJCCCS & COMMON CORE STANDARDS 11-12.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing product s in response to ongoing feedback, including new arguments or information. 11-12.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectiv ely; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.
COMMON ASSESSMENT ALIGNMENT DESCRIPTION LG1 Students will complete an analysis and critique of historiography on a teacher chosen topic in order to justify a hypothesis relating to the Gilded EU1, 2, 3 Age, including but not limited to the following choices: EQ 1a, 1b, 2b, 2c, 3b the rise of monopolies and the response of labor 6.1.12.A.5.a, b urbanization and industrialization 6.1.12.A.6.c the growth and changing role of the American government 6.1.12.C.5.a the influx of immigrants and political responses 6.1.12.D.5.a, b political corruption and legislative solutions 6.1.12.D.6.a
11-12.RH.1, 2, 4, 5, 9 the struggles of agrarian America and their influence on politics
DOK 4 the role of minorities in American society
SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE ELECTION OF 1896: Students will be assigned a role from the late 1800s, such as an African robber barons/titans of industry Using historical interpretation and American sharecropper, a robber baron, a cowboy, an industrialist, etc. Students will research Populism periodization, formulate a hypothesis their assigned role and determine who they think they would have voted for in the 1896 William Jennings Bryan about how social roles impacted voting election, based on the issues that affected them, their location, what political party they would William McKinley patterns in the 1896 election have supported, their economic status, and other factors. They will present their findings to Republicans the class and also answer whether their imaginary role came to the correct conclusion about free silver Using contextualization, connect social and who to vote for in the 1896 election based on their assigned role or if they had actually voted economic issues to political ideologies and against their own interests and why. election results
Students can be provided with a graphic organizer to help organize their research. Using relevant historical evidence, develop Students can also view the History Channel series, The Men Who Built America, a logical argument for their choice of which showcases the political back-room deals regarding the election of 1896. candidate based on their assigned role
Utilizing comparison and synthesis, students will critique their initial choice of candidate by synthesizing their choice with the appropriate historical evidence
Evaluate the historical periodization signified by the election of 1896
DOK 3, 4 THE GILDED AGE NAME GAME: Students will select a Gilded Age character from a provided Gilded Age Interpret relevant information to create an list. They will research that individual, create a resume, and present a few key aspects about monopoly appropriate kinesthetic motion that relates the significance of this individual and their impact on the Gilded Age and the present. They Populism to a Gilded Age figure must utilize a kinesthetic motion to represent the main contribution of this individual to the forgotten presidents Gilded Age or to the present. Students will then play the "name game." They will not only robber baron/titans of industry Compare the roles of different individuals introduce their own character, with the assigned kinesthetic motion, but they will review all of patronage/spoils system in the Gilded Age the characters who have come before them, with assigned kinesthetic motions. Activity can industrialization be repeated over the course of the unit to ensure that all students get the opportunity to urbanization Make appropriate use of relevant historical learn and repeat the kinesthetic motions. closing of the frontier evidence to evaluate their impact on the temperance Gilded Age and the present Resume can be submitted digitally. Students can take notes while other students are labor unions presenting in order to help facilitate information recall. Utilize causation to show the role that technology and major events had on industrialization and urbanization.
DOK 2, 3, 4
SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE THE “GOSPEL OF WEALTH:” Students will read Andrew Carnegie's "Gospel of Wealth," “Gospel of Wealth” Evaluate patterns of continuity and change answering critical thinking questions and/or annotating the text. Students will then participate Andrew Carnegie over time to connect information from the in a Socratic seminar. There will be an "inner circle" of students (5-8, depending on class size) robber barons/titans of industry time period to other relevant time periods who will have a discussion based on the “Gospel of Wealth.” Students will discuss suggested industrialization to make a thoughtful, insightful topics such as the effect industrialization and urbanization had on the lower classes, the urbanization observation on the “Gospel of Wealth” treatment of various groups and social classes, the responsibility of the wealthy to use their monopoly money for the public good, the morality of direct charity, and the equal distribution of wealth. laissez-faire economics Interpret Carnegie's point of view on the The students who are not in the "inner circle" are required to pay attention to the discussion, role of the wealthy from relevant historical and they must summarize the argument of one of their classmates. All students in the "inner evidence circle" are expected to participate a minimum of one time. After about 5 minutes, the "inner circle" rotates and a new group of students will take their spot in the inner circle. As a closure, Make appropriate use of relevant historical students will indicate what point(s) they agree with, what point(s) they disagree with, and evidence to construct a relevant argument their overall opinion of the “Gospel of Wealth.” to present a valid point of view
Students can be given a guide on how to annotate. Students can be given suggested Contextualize information to critique and topics prior to discussion to help them focus their personal response. summarize other people's points of view
Students can back-channel outer-ring responses to inner-ring conversations to reflect Utilize contextualization and synthesis to on their understanding and/or their discussion skills. draw connections between industrialization and urbanization and the welfare of various groups
DOK 3, 4
SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE HISTORIOGRAPHY DEBATE: Students will debate one of the following watershed topics in Jim Crow Laws Utilize relevant historical evidence to American historiography: the failure of Reconstruction or the closing of the West. Students Compromise of 1877 develop a logical argument to support their can research on their own or be provided with readings that summarize the different Ku Klux Klan point of view on the prescribed topic viewpoints on the teacher-selected issue. They will then participate in a "walking debate." sharecropping Once students have finished their reading, the teacher will ask them to move to a side of the Plessy v. Ferguson (1896) Employ comparison, contextualization, and room based on their point of view. They will have to defend their opinion and then, as their 13th Amendment synthesis to analyze various historical point of view changes, they will move to different areas of the room. 14th Amendment viewpoints 15th Amendment Students can be given a graphic organizer to help organize their research and to Dawes Act Critique the relevant historical arguments guide the formulation of their opinion. The teacher can provide relevant research. assimilation related to the prescribed issue(s) Students may use notecards with important quotes or other factual information to reservation system support their argument. Wounded Knee Massacre Utilize contextualization and synthesis to Ghost Dance/Sun Dance revise their own historical arguments as a result of new evidence or opinions
Evaluate patterns of continuity and change to connect the historical evidence to other appropriate time periods
Apply concepts from the unit to identify the historical causation of the prescribed topic
Utilize periodization to interpret the closing of the west or the failure of Reconstruction
DOK 3, 4 AP UNITED STATES HISTORY UNIT #2: The Emergence of Modern America (1890 - 1945) SUGGESTED DURATION: 14 - 15 weeks
UNIT OVERVIEW UNIT LEARNING GOALS Students will assess how political, social, and economic changes that resulted from an increasingly pluralistic society and new global challenges led to the emergence of the United States as a modern world power, while applying appropriate historical thinking skills. UNIT LEARNING SCALE 4 Students can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical period s and current challenges. 3 The student can: historically argue how imperialism impacted the role of America on the world stage; compare the role of isolationism to the role of intervention in American politics; use causation to explain how distinct economic phenomena had a global impact in the onset of the Great Depression; use appropriate historical evidence how cultural, societal, and economic changes impact the role and size of the American government; synthesize how wars and an economic crisis affect the population and the movement of people to and around the United States c ontributing to the periodization of the era. 2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances. 1 The student needs assistance or makes larger errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Governmental, political, and social organizations struggled to address the effects EQ1a: To what extent should the government control aspects of the economy? of large-scale industrialization, economic uncertainty, and related social changes such EQ1b: How does massive technological and industrial growth affect the populace? as urbanization and mass migration. EU2: A revolution in communications and transportation technology helped to create a EQ2a: How do changes in society affect the values of the populace? new mass culture and spread “modern” values and ideas, even as cultural conflicts EQ2b: How does the addition of different cultures and ethnic groups affect between groups increased under the pressure of migration, world wars, and economic government and society? distress. EU3: Global conflicts over resources, territories, and ideologies renewed debates over EQ3a: Do powerful nations have a right and responsibility to influence world the nation’s values and its role in the world, while simultaneously propelling the United decisions? States into a dominant international military, political, cultural, and economic position. EQ3b: What are the consequences of global conflicts?
NJCCCS & COMMON CORE STANDARDS NJCCCS: 6.1.12.A.6.a Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in pro moting social justice. 6.1.12.A.6.b Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality. 6.1.12.A.6.c Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies. 6.1.12.B.6.a Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade. NJCCCS & COMMON CORE STANDARDS 6.1.12.D.6.b Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power. 6.1.12.A.7.a Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war 6.1.12.A.7.b Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war on individual rights (i.e., the Espionage Act and the Sedition Amendment). 6.1.12.A.7.c Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries 6.1.12.B.7.a Explain how global competition by nations for land and resources led to increased militarism. 6.1.12.C.7.a Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I. 6.1.12.D.7.b Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I. 6.1.12.D.7.c Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I. 6.1.12.A.8.a Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer. 6.1.12.A.8.b Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism. 6.1.12.A.8.c Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, ad vocacy, and labor organizations. 6.1.12.B.8.a Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural p ractices on people and the environment 6.1.12.C.8.a Analyze the push-pull factors that led to the Great Migration 6.1.12.C.8.b Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women. 6.1.12.D.8.a Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in violence. 6.1.12.D.8.b Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values. 6.1.12.A.9.a Analyze how the actions and policies of the United States government contributed to the Great Depression. 6.1.12.B.9.a Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression. 6.1.12.C.9.a Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the count ry’s economic health. 6.1.12.C.9.b 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. 6.1.12.C.9.c Explain the interdependence of various parts of a market economy (i.e., private enterprise, government programs, and the Federal Reserve System). 6.1.12.C.9.d Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability. 6.1.12.D.9.a Explore the global context of the Great Depression and the reasons for the worldwide economic collapse. 6.1.12.D.9.b Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities. 6.1.12.A.10.a Evaluate the arguments regarding the role of the federal government during the New Deal era. 6.1.12.A.10.b 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. 6.1.12.A.10.c Evaluate the short- and long-term impact of the expanded role of government on economic policy, capitalism, and society 6.1.12.B.10.a Evaluate the effectiveness of economic regulations and standards established during this time period in combating the Great Depression. 6.1.12.C.10.b Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today. 6.1.12.D.10.a Analyze how other nations responded to the Great Depression. 6.1.12.D.10.b Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents. 6.1.12.D.10.c Explain how key individuals, including minorities and women (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New Deal. NJCCCS & COMMON CORE STANDARDS 6.1.12.D.10.d Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation. 6.1.12.A.11.a Evaluate the effectiveness of international agreements following World War I (e.g., League of Nations, Treaty of Versailles, Washington Naval Conference, Kellogg- Briand Pact) in preventing international disputes during the 1920s and 1930s. 6.1.12.A.11.b Compare and contrast different perspectives about how the United States should respond to aggressive policies a nd actions taken by other nations at this time 6.1.12.A.11.c Determine if American policies regarding Japanese internment and action against other minority groups were a denial of civil rights. 6.1.12.A.11.d Analyze the decision to use the atomic bomb and the consequences of doing so. 6.1.12.A.11.e Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides. 6.1.12.B.11.a Explain the role that geography played in the development of military strategies and weaponry in World War II. 6.1.12.C.11.a Evaluate the shift in economic resources from the production of domestic to military goods during World War II in terms of opportunity costs and trade-offs, and analyze the impact of the post-war shift back to domestic production. 6.1.12.C.11.b Relate new wartime inventions to scientific and technological advancements in the civilian world. 6.1.12.D.11.a Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II. 6.1.12.D.11.b Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World War II. 6.1.12.D.11.c Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense o f nationalism despite the discrimination they experienced in the military and workforce. 6.1.12.D.11.d Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust. 6.1.12.D.11.e Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations.
CCSS: 11 -12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. 11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantit atively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 11-12.WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 11-12.WHST.1.BDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. 11-12.WHST.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the disc ipline in which they are writing. NJCCCS & COMMON CORE STANDARDS 11-12.WHST.1.E Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2.A Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 11-12.WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 11-12.WHST.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 11-12.WHST.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 11-12.WHST.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpo se, and audience. 11-12.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.
COMMON ASSESSMENT ALIGNMENT DESCRIPTION LG 1 EU 2, 3 EQ 2a, 3a, 3b Students will complete a DBQ essay assessing the impacts of the political, social, and economic changes on one or more of the following 6.1.12.D.6.b; 6.1.12.A.7.a, c; topics and their contribution to the emergence of America as a world power, including but not limited to the following choices: 6.1.12.B.7.a; 6.1.12.C.7.a; the Spanish-American War and American imperialism 6.1.12.A.8.a, c; 6.1.1.2.C.8.b; the Progressive Era 6.1.12.A.9.a; 6.1.12.B.9.a ;. America's changing foreign policy 6.1.12.C.9.a, d; 6.1.12.A.10.b, c; World War I 6.1.12.B.10.a, b; 6.1.12.C.10.b; the culture and politics of the 1920s 6.1.12.D.10.b, c; the economics of the 1920s 6.1.1.12.A.11.a, b, c, d. the Great Depression and the New Deal 6.1.12.C.11.a; World War II 6.1.12.D.11.a, c 11-12.RH.1, 2, 3, 4, 6, 7, 8, 9 11-12.WHST.1, 2, 4, 9, 10 DOK 3
SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE IMPERIALISM CLAIM GAME: Students will be broken into five equal teams. Each team Berlin Conference Utilize historical causation develop a logical will be given a predetermined number of different color post-its. Post-its will be used to mercantilism argument as to why the U.S. became an "claim" items around the room. The stated goal is to create the "best" classroom by Spanish-American War imperialist power claiming items in the room. One team will be given more post-its than other groups Treaty of Paris (representing Great Britain), one team the least (representing the U.S.) The "U.S." should Philippines Compare the path taken to imperialism by the be instructed to go last, symbolizing America's late entrance into Imperialism. Students Guam U.S. to that of Great Britain, Germany and Japan will be set free to "claim" items with the idea that they record all of their claims. The Puerto Rico class should then discuss/negotiate items that have been claimed by multiple groups. Cuba Use relevant historical evidence to analyze global Each student will then create a Venn diagram illustrating the similarities and differences Teller Amendment economic factors that led to imperialism between the Age of Imperialism and the Claim Game. Finally a class discussion will focus Platt Amendment on how the U.S. eventually become imperialistic and how that impacted their role in the insular cases Synthesize the various impacts that occurred in world. imperialism the U.S. and the world as a result of the Age of Imperialism Students may type chart or create poster showing similarities and differences. The teacher can provide a template for the Venn diagram to be filled out. DOK 3, 4
Students could create an online poster (using an application like Glogster or Canva) of their Venn diagram or to create a timeline and map of imperialistic gains. PROGRESSIVE DOCUMENTS: Students will be given a series of questions (e.g., What was Progressive Era Utilize research skills to obtain relevant historical the immigrant experience at the beginning of the 20th century? How did ”native” immigration evidence for primary source documents. Americans react to the influx of immigrants at the beginning of the century? How did the unions government expand its role at this time?) that cover the relevant issues of the turn of Ku Klux Klan Interpret documents about the Progressive Era the 20th century. The students will look for answers to the questions by searching for tenement primary documents that a historian could use to answer those questions. The students suffrage Synthesize information and quotes from several will have to find multiple documents as evidence in order to be able to “answer” the muckrakers documents to answer the questions at hand questions given. The students will then explain how the documents actually answer the question, using direct quotes from the documents. They can also be required to compare Utilize historical argumentation to contextualize, their evidence with the information found in their textbook—does it add upon it or synthesize, and interpret the role of the contradict it? Explain. government in dealing with social, economic, and political issues Students will be provided a graphic organizer. Suggestions for finding documents will be given. The teacher could limit the amount of documents that the student DOK 2, 3, 4 needs to find to one or two.
Students create the projects digitally using programs like Prezi or Thinglink.
SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE TREATY OF VERSAILLES: The students will be tasked to write a better Treaty of Versailles Treaty of Versailles Compare the points of view of different countries (i.e., one that is able to avoid another world war). The teacher will put the students into Fourteen Points involved in the negotiating the outcome of World groups assigning each student a country to represent and provide them with a list of Woodrow Wilson War I topics that must be covered in their new treaty—reparations, colonies, war blame, the League of Nations Fourteen Points, loan payments, war criminals, etc. The students will “re-write” the Article X Revise the Treaty of Versailles by contextualizing treaty after research and group discussions and then present their new treaty to the David Lloyd George relevant historical evidence to draw conclusions class. The class will discuss which of the new treaties they think would have been Georges Clemenceau of what possibly could have avoided World War II successful in avoiding war and why, as well as what role, it any, the U.S. takes in dealing reparations with post WW I Europe. Closure will include discussing the mistakes of the official Treaty War Guilt Clause Interpret the Fourteen Points and Treaty of of Versailles and what, if anything, could have been done differently citing historical Armistice Versailles evidence. Employing patterns of continuity and change, The teacher can provide dossiers on the countries involved that include what assess the possible success of the new treaties they hoped to accomplish with the Treaty. The teacher can provide a form or created using logical arguments based on graphic organizer for the treaty that can be filled out by the groups. historical record
Students can blog their reflections and closure after class. Students can use Utilize historical argumentation to evaluate the school based databases for research. role of the U.S. in a post WW I world
Draw conclusions pertaining to the historical causation of the Treaty of Versailles and its long lasting effects
DOK 2, 3, 4 CHOICES SIMULATION: Students will participate in a Choices Program simulation that Spanish-American War Utilize synthesis, comparison, and interpretation requires them to solve a problem in American history. The teacher will assign and Treaty of Paris to revise and critique past American foreign organize roles and provide background information. Roles include Senate Foreign annexation of the Philippines policy and the role of the U.S. in the world Relations Committee Members and various experts that will provide testimony. Topic Emilio Aguinaldo options include American Imperialism (Annexation of the Philippines), America's Woodrow Wilson Synthesize evidence and testimony in order to membership in the League of Nations (Ratification of the Treaty of Versailles), and Henry Cabot Lodge construct a coherent solution to the assigned American isolationism leading up the World War II. Students will vote on an American Reservationists problem course of action. Irreconcilables 14 Points Use historical argumentation to identify potential Differentiation will come in the form of different assigned roles. Teacher can Treaty of Versailles problems also provide additional resources to assist in research and organization. Nye Committee America First Committee DOK 3, 4 Washington Naval Conference Neutrality Acts Lend Lease
SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE CREATE YOUR OWN DBQ: PROGRESSIVES v. NEW DEAL: Students will be provided with Progressive Movement Create a Document Based Question from a the prompt, “How does the liberalism of FDR's New Deal in the 1930s compare to the laissez-faire provided prompt using appropriate relevant reforms of the Progressive movement in the late 1890s and the early twentieth temperance historical evidence century?” They will be tasked with compiling documents that can be used to support settlement houses their thesis to the question posed. They should come up with seven documents total and Square Deal Compare and analyze varying viewpoints of an they must be able to explain the relevance of each document to the prompt and their New Freedom issue thesis. Theodore Roosevelt William Taft Employing patterns of continuity and change over Students may be provided with an organizer to compile their Woodrow Wilson time, connect economic, social and political research/documents. Students may be expected to use the documents they the New Deal issues that span various decades. complied to answer the proposed question. Franklin Delano Roosevelt the "Forgotten Man" Develop a logical argument comparing and liberalism contrasting the periodization of the of the Progressive Era and of the New Deal
DOK 3, 4 1920s ECONOMIC WARNING SIGNS: Students will research the economic warning signs stock market Use historical causation to research economic leading up to the stock market crash of the 1920s. They will look for causes and effects, buying on margin causes leading up to the Great Depression as well as actual statistics, and analyze why the warning signs were ignored. They will credit also research the present U.S. economy in order to compare and contrast the economic price supports Investigate comparative economic indicators of issues and statistics of the 1920s to today. The students can create a presentation to uneven distribution of wealth present time share their findings to the class or student groups could be assigned different issues to speculation research and then “jigsaw” their findings with the rest of the class. A closure discussion Herbert Hoover Compare and contrast economic issues of time to could include discussing the question, “Is the U.S. presently ignoring similar economic Warren Harding the 1920s warning signs and if so, what might be the effect of that?” Calvin Coolidge deficit Interpret government reaction to economic Students could work in pairs or groups. Some research could be supplied by the debt warning signs teacher. Graphic organizers to organize research and notes could be provided to Andrew Mellon the students. DOK 2, 3, 4
SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE DIPLOMACY DEBATE: Students will debate to what extent, if any, the U.S. compromised Grand Alliance Compare and analyze varying viewpoints of an its ideals as it concluded the Second World War against the Axis Powers and planned for Axis Powers issue a post-war world in 1944-1945. This activity will encourage students to take a position Yalta Conference Atlantic on this question and defend it based on the documents they have read. Students can Charter Declaration of the Synthesize evidence in order to construct a debate their positions with one another in groups or as individuals. United Nations coherent argument to the debate international monetary system Option 1: Students can go straight from document analysis to debate, without Second Quebec Conference Construct a plausible and persuasive argument sharing their findings first. Each position on the debate is guaranteed to be reparations with a clear, comprehensive, and analytical missing elements of the bigger picture and may therefore be reconsidered, division of Europe thesis, supported by relevant historical evidence revised, or rejected over the course of the debate. unconditional surrender Four Policemen Extract useful information, make supportable Option 2: Students can read and analyze documents as individuals or in groups, inferences, and draw appropriate conclusions sharing their results out. They can then organize themselves into new groups from historical evidence while also noting the based on their answer to the initial question. context in which the evidence was produced and used, recognizing its limitations, and assessing At the conclusion of the debate, the teacher can poll students to see if the debate the points of view it reflects changed their original opinion, or ask students what specific evidence compelled them to change or not change their minds. DOK 4 AP UNITED STATES HISTORY UNIT # 3: Postwar Challenges at Home and Abroad (1945-1980) SUGGESTED DURATION: 8-9 weeks
UNIT OVERVIEW UNIT LEARNING GOALS Students will analyze how the post-World War II period significantly impacted America's role as a world power, relationships abroad, and the rights of individua ls and groups within the American populace, while applying appropriate historical thinking skills. UNIT LEARNING SCALE 4 Students can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical period s and current challenges. 3 The student can: identify the historical causation that led to the polarization of the world into two separate political ideologies and the effects that it had at home and abroad; contextualize and synthesize how different civil rights movements led to broad social and political changes in America; utilize historical argumentation to assess and critique the varying views on the role of the American government at home and abroad; evaluate patterns of continuity and change over time to investigate the different social, political, environmental, and economical views of mainstream and counterculture Americans. 2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances. 1 The student needs assistance or makes larger errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The United States responded to an uncertain and unstable postwar world by EQ1a: What is the scope of responsibility for powerful nations to aid other nations in asserting and attempting to defend a position of global leadership, with far-reaching the world? domestic and international consequences. EQ1b: How can global conflict lead to mistrust and political division within a nation? EU2: American liberalism, based on anticommunism and a firm belief in governmental EQ2a: How does the government affect social policies in the nation, addressing a effectiveness at home, reached its apex in the mid-1960s, resulting in various political demand for social change? and cultural responses. EQ2b: Is the role of government to protect all of its citizens, regardless of gender, race, or social class? EU3: Postwar economic, demographic, and technological changes had a far-reaching EQ3a: How have Americans struggled to find consensus over common values? impact on American society, politics, and the environment. EQ3b: How do changing economic and population patterns affect American life and the natural environment? NJCCCS & COMMON CORE STANDARDS NJCCCS: 6.1.12.A.12.a Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in confli cts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War. 6.1.12.A.12.b Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts. 6.1.12.A.12.c Explain how the Arab-Israeli conflict influenced American foreign policy. 6.1.12.B.12.a Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post-World War II period. 6.1.12.C.12.a Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people. NJCCCS & COMMON CORE STANDARDS 6.1.12.C.12.c Analyze how scientific advancements impacted the national and global economies and daily life. 6.1.12.C.12.d Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability. 6.1.12.D.12.a Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean, and the Middle East. 6.1.12.D.12.b Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties. 6.1.12.D.12.c Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected in ternational relations. 6.1.12.D.12.d Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts. 6.1.12.D.12.e Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War. 6.1.12.A.13.b Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities. 6.1.12.A.13.c Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the United States. 6.1.12.B.13.a Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities. 6.1.12.B.13.b Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws. 6.1.12.C.13.a Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights. 6.1.12.C.13.b Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation. 6.1.12.C.13.c Evaluate the effectiveness of social legislation that was enacted to end poverty in the 1960s and today by asse ssing the economic impact on the economy (e.g., inflation, recession, taxation, deficit spending, employment, education). 6.1.12.C.13.d Relate American economic expansion after World War II to increased consumer demand. 6.1.12.D.13.a Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans. 6.1.12.D.13.b Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies. 6.1.12.D.13.c Analyze the successes and failures of women’s rights organizations, the American 31 Indian Movement, and La Raz a in their pursuit of civil rights and equal opportunities. 6.1.12.D.13.d Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement. 6.1.12.D.13.e Explain why the Peace Corps was created and how its role has evolved over time. 6.1.12.D.13.f Relate the changing role of women in the labor force to changes in family structure 6.1.12.A.14.b Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and eval uate the impact on public policies. 6.1.12.A.14.d Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms. 6.1.12.B.14.b Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States. 6.1.12.B.14.c Evaluate the impact of individual, business, and government decisions and actions on the environment, and assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions. 6.1.12.C.14.b Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy. 6.1.12.D.14.a Determine the relationship between United States domestic and foreign policies. 6.1.12.D.14.d Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disab ilities have met their goals of equality in the workplace, politics, and society. 6.1.12.D.14.e Evaluate the role of religion on cultural and social mores, public opinion, and political decisions. 6.1.12.A.15.b Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems. 6.1.12.A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations. NJCCCS & COMMON CORE STANDARDS 6.1.12.A.15.d Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy. 6.1.12.A.15.e Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations. 6.1.12.A.15.f Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations. 6.1.12.D.16.c Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society.
CCSS: 11 -12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. 11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 11-12.WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 11-12.WHST.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. 11-12.WHST.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.WHST.1.E Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or ot her information and examples appropriate to the audience's knowledge of the topic. 11-12.WHST.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 11-12.WHST.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 11-12.WHST.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpo se, and audience. 11-12.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 11-12.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under invest igation. 11-12.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.
COMMON ASSESSMENT ALIGNMENT DESCRIPTION LG 1 Students will craft a historical argument, synthesizing information from multiple sources to formulate a self-generated historiography EU 1, 2 hypothesis about America in the post-WWII world. The argument will deal with America’s role as world power, relationships abroad, and the EQ 1b, 2a, 2b rights of individuals and groups. Topics include, but are not limited to the following choices: 6.1.12.A.12.a, b the early Cold War at home and abroad 6.1.12.B.12.a the emergence of the United States as a superpower 6.1.12.C.12.a, c, d technological and scientific advances 6.1.12.D.12.b, d 6.1.12.A.13.b the rise of American consumerism and American culture in the 1950s 6.1.12.B.13.a the Cold War in the 1960s 6.1.12.C.13.d the counterculture and the rise of the youth movement in the 1960s 6.1.12.D.13.a, b, c, d, f the role of the Supreme Court in the 1950s-1970s 6.1.12.A.14.b, d 6.1.12.D.14.a, the growth of American conservatism d 6.1.12.A.15.b, c, d, f the Cold War in the 1970s 6.1.12.C.15.a the changing American presidency 11-12.WHST.1, 2, 4, 5, 7, 10 Civil Rights movements of various minority and oppressed groups DOK 4 the changing American economy from 1950-1979 varying presidential approaches to American foreign policy(i.e., containment, détente, realpolitik, human rights)
SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE 1950s SCRAPBOOK: Students will create a scrapbook about an assigned topic from the McCarthyism Using appropriate historical evidence, design a 1950s including, but not limited to: McCarthyism, consumerism, conformity, white flight, Cold War scrapbook that highlights the relevant civil rights movement, suburbanization, or other relevant topics from the 1950s. When G.I. Bill information from their topic assigned this topic, they will have to assume a role of someone affected by their specific Interstate Highway Act topic. The scrapbook should contain relevant artifacts from the time period, such as suburbanization Analyze patterns of continuity and change in news articles, letters (real or fabricated with relevant vocabulary), images, political Levittowns American history as relevant to their assigned cartoons, and advertisements that interpret a different person’s point of view from the white flight topic 1950s. beatniks conformity Create a historical argument about their assigned television topic through the perspective of an individual in Students may create a digital scrapbook instead of a physical scrapbook. the time period.
Employ contextualization and synthesis to prove the perspective of their scrapbook
DOK 3, 4
SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE McCARTHYISM: Students will participate in a mock civil trial of Senator Joseph Joseph McCarthy Use relevant historical evidence to support their McCarthy. The American Army will be suing Senator McCarthy for libel and slander. State Department position Students will research the conflict between McCarthy and the Army, McCarthy’s rise to McCarthyism fame, McCarthyism, and other relevant information. Students will need to provide slander Use historical argumentation and periodization to evidence for their side, relevant questions for all witnesses, and historical information as libel analyze the American reaction to the Cold War presented in their opening and concluding speeches. defamation and the second Red Scare Cold War Students may write a newspaper article to correspond with the trial or in lieu of Communism Employ contextualization and synthesis to apply the trial to correspond with their research. Red Scare concepts learned in class relating to McCarthyism and the Cold War to a mock trial of Joseph McCarthy
Synthesize classroom material to come to a conclusion about McCarthy’s actions during the early Cold War
DOK 3, 4 CUBAN MISSILE CRISIS: The teacher will give students a brief introduction to the early Fidel Castro Utilize historical argumentation to analyze the events of the Cuba Missile Crisis. Students will play the role of JFK's cabinet during the Nikita Khrushchev risks and rewards of three potential responses to crisis. The teacher will give students a hand out with potential responses to the crisis quarantine the Cuban Missile Crisis (amphibious assault, air strike, negotiation, and naval blockade). Students are to create a mutually assured destruction T- chart of the pros and cons of each option. Students should also rate each option in John F. Kennedy Evaluate patterns of continuity and change over terms of which they feel is most aggressive to least aggressive, as well as try to interpret Bay of Pigs Invasion time to assess the short and long term impact of how the U.S. may be judged for its actions. Finally, students should select which option hot line each response they feel is best for the United States. As a class, teacher led review of the pros and cons military strategies of each option, as well as the possible effect of each choice. Students will share which geography of Cuba and the Compare and interpret the United States' and option they would have chosen and defend their choice. United States Soviet views of the Cuban Missile Crisis international waters This activity can be modified to be a group activity pairing stronger students DOK 3, 4 with those who need more assistance.
Students can post their decision and justification Cuban Missile crisis on an online message board and respond to other's decisions.
SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE VIETNAM QR QUEST: Using BYOD technology students will tour the classroom moving French Indochina Synthesize the impact of the role of the US in from station to station. At each station they will use their own device to follow a QR link Dien Bien Phu Geneva Vietnam, evaluating patterns of continuity and to Vietnam era sources. Examples include: video clips, political cartoons, graphs, speech Convention Tonkin change over time excerpts, etc. Students will use the sources to answer questions and form hypotheses Gulf incident Tonkin about the Vietnam era that answer these two main questions: Was the war winnable? Gulf resolution Utilize appropriate historical evidence and What damage did the war do to our country as well as the world? Operation Rolling Thunder historical argumentation to critique the Johnson Tet Offensive Administration’s handling of the situation in Vietcong South Vietnam Students that require assistance may work in small groups. Army of the Republic of Vietnam Contextualize the problems in Vietnam to North Vietnamese Army domestic policy in America during the 1960's Use of smartphones in class to facilitate research and discovery. Vietnamization Dwight Eisenhower DOK 3,4 John F. Kennedy Lyndon B. Johnson Richard Nixon Robert McNamara Henry Kissinger AP UNITED STATES HISTORY UNIT 4: Globalization and New Challenges at Home and Abroad (1980-Present) SUGGESTED DURATION: 7 - 9 weeks
UNIT OVERVIEW UNIT LEARNING GOALS Students will assess how the U.S. experienced renewed ideological and cultural debates, sought to redefine its foreign policy , and adapted to economic globalization and revolutionary changes in science and technology, while applying appropriate historical thinking skills. UNIT LEARNING SCALE 4 Students can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical period s and current challenges. 3 The student can: apply relevant historical information to critique the various views on the proper role of government and analyze the periodization of the time periods; synthesize and contextualize the relationship between the end of the Cold War and changing world politics; use patterns of continuity and change to apply relevant historical examples to contemporary political, social, and economic issues; employ historical causation to form connections between technology and globalization. 2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances. 1 The student needs assistance or makes larger errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: A new conservatism grew to prominence in U.S. culture and politics, defending EQ1a: How can changing political views impact the role of government in a society? traditional social values and rejecting liberal views about the role of government. EQ1b: How have American values changed and remained the same over time? EU2: The end of the Cold War and new challenges to U.S. leadership in the world forced EQ2a: How do changes in governments abroad impact the policies and the nation to redefine its foreign policy and global role. responsibilities of the United States? EQ2b: What responsibility does the United States have in the global community? EU3: Moving into the 21st century, the nation continued to experience challenges EQ3a: What social, economic, and demographic changes does the U.S. experience as stemming from social, economic, and demographic changes. it enters the 21st century? EQ3b: Is the role of government to protect all of its citizens, regardless of gender, race, or social class? NJCCS & COMMON CORE STANDARDS NJCCS: 6.1.12.A.14.d Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms. 6.1.12.A.14.f Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy. 6.1.12.A.14.g Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter r egistration forms in high schools). 6.1.12.A.14.h Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security. 6.1.12.B.14.a Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues. 6.1.12.B.14.b Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United State s. 6.1.12.C.14.a Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and taxation) a nd monetary (i.e., interest rates) policies. NJCCS & COMMON CORE STANDARDS 6.1.12.C.14.b Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy 6.1.12.C.14.c Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the wor k force), and government and consumer debt and their impact on society. 6.1.12.C.14.d Relate the changing manufacturing, service, science, and technology industries and educational opportunities to the economy and social dynamics in New Jersey. 6.1.12.D.14.a Determine the relationship between United States domestic and foreign policies. 6.1.12.D.14.b Assess the effectiveness of actions taken to address the causes of continuing urban tensions and violence. 6.1.12.D.14.c Determine the impact of the changing role of labor unions on the economy, politics, and employer-employee relationships. 6.1.12.D.14.d Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disab ilities have met their goals of equality in the workplace, politics, and society. 6.1.12.D.14.e Evaluate the role of religion on cultural and social mores, public opinion, and political decisions. 6.1.12.D.14.f Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture. 6.1.12.A.15.a Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and d etermine how the fall influenced the global power structure. 6.1.12.A.15.b Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems. 6.1.12.A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations. 6.1.12.A.15.d Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and natio nal foreign policy. 6.1.12.A.15.e Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations. 6.1.12.A.15.f Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations. 6.1.12.B.15.a Evaluate the effectiveness of the United States government’s efforts to provide humanitarian assistance during international natural disasters and times of crises. 6.1.12.C.15.a Relate the role of America’s dependence on foreign oil to its economy and foreign policy. 6.1.12.C.15.b. Assess economic priorities related to international and domestic needs, as reflected in the national budget. 6.1.12.D.15.a Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United N ations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States. 6.1.12.D.15.b. Compare the perspectives of other nations and the United States regarding United States foreign policy. 6.1.12.D.15.c Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the ef fectiveness of United States policy and actions in bringing peaceful resolutions to the region. 6.1.12.D.15.d Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of ac tions taken by the United States and other nations to prevent terrorism. 6.1.12.A.16.a Determine the impact of media and technology on world politics during this time period. 6.1.12.A.16.b Analyze government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from the global use of new technologies. 6.1.12.A.16.c Assess from various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or other countries. 6.1.12.B.16.a Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources. 6.1.12.C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. 6.1.12.C.16.b Predict the impact of technology on the global workforce and on entrepreneurship. NJCCS & COMMON CORE STANDARDS 6.1.12.C.16.c Assess the impact of international trade, global business organizations, and overseas competition on the United States economy and workforce. 6.1.12.D.16.a Analyze the impact of American culture on other world cultures from multiple perspectives. 6.1.12.D.16.b Explain how and why technology is transforming access to education and educational practices worldwide. 6.1.12.D.16.c Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society
CCSS: 11 -12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among t he key details and ideas. 11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.RH.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 11-12.RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. 11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 11-12.WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 11-12.WHST.1.BDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. 11-12.WHST.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.WHST.1.E Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2.A Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 11-12.WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 11-12.WHST.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 11-12.WHST.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 11-12.WHST.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.11-12.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. NJCCS & COMMON CORE STANDARDS 11-12.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectiv ely; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.
COMMON ASSESSMENT ALIGNMENT DESCRIPTION LG 1 Students will create a self-sustained research project analyzing the patterns of continuity and change over time in American history, and EU1, 2, 3 evaluating the outcome of their topic of choice by applying lessons from American history, while paying special attention to America's EQ1a, 1b, 2a, 2b, 3a modern challenges at home and abroad in the post-Cold War world. Topics of choice may include, but are not limited to: 6.1.12.A.14.d, f, h Reagan and the dismantling of the welfare state 6.1.12.B.14.a, b 6.1.12.C.14.b, c American foreign policy in the 1980s 6.1.12.D.14.a, b, d, e The end of the Cold War 6.1.12.A.15.a, b, c, d, e Identifying and solving current issues facing the United States of America 6.1.12.B.15,a The growth of technology 6.1.12.C.15.a, b 6.1.12.D.15.c, d The rise of terrorism in the modern world 6.1.12.A.16.a, b 6.1.12.B.16.a American domestic and foreign changes in the 1990s 6.1.12.C.16.a Polarization of American politics from the 1990s to the present 6.1.12.D.16.b, c The effect of technology and globalization on U.S. policy 11-12.RH.1, 2, 3, 6, 7, 8, 9 11-12WHST.1, 4, 5, 6, 7, 8, 9 Examples of self-sustained research projects include, but are not limited to: DOK 4 Creating your own DBQ Analysis of a non-fiction historical work Generating your own foreign policy paper for a modern problem using historical examples Position paper addressing a modern political issue Student-generated debate on a modern political issue Simulation about a modern world crisis
SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE WE DIDN’T START THE FIRE: Students, in groups, will define all of the people and events Cold War Utilize relevant historical evidence to interpret in the Billy Joel song, “We Didn’t Start The Fire.” After researching all of the people and consumer culture the meanings of the terms as found in the lyrics events, students will add stanzas to the song to bring the song from 1989 to the present, conservatism and connect it to relevant historical phenomena including information about the U.S.’s post- Cold War role, new technology, and containment globalization. Students will present their new lyrics in front of the class and explain why globalization Using patterns of continuity and change over they chose the events/conditions/people they included to represent history within the post-Cold War politics time, periodization, contextualization, and song. Students will also choose and present one modern popular song (within the past 3 War on Terror synthesis, create new lyrics to the song that are years) that conveys something about the events/conditions/people they have described relevant to the key events in modern American in their new lyrics to “We Didn’t Start the Fire.” history
Students can make a slideshow of the terms that they have added using a DOK 2, 4 platform like PowerPoint or Prezi.
Students can use YouTube to play the instrumental in the background while they present. Students can also use PowerPoint or Prezi to create a slideshow of their terms. VIDEO PROJECT: Students will choose a globalization and/or technology related issue African American civil rights Utilize historical causation and appropriate use of that has had an impact on the nation into the 21st century. Students will then choose a women’s rights relevant historical evidence to summarize song whose lyrics in some way reflect said issue. Students will then create a music video LGBT rights historical issues over time with images researched by them and/or video that connects to the lyrics of the song. other minorities’ civil rights Using a movie-making program, students are to create this historical music video. The anti-war sentiments Utilize patterns of continuity and change over opening scene of the video- before music starts- should be an introductory "slide" anti-materialism sentiments time, as well as periodization, to connect describing the history of the topic, historical similarities, and major issues involved. The concepts as they apply to various time periods video should close with a brief synopsis of the artist and why the song was written. This will be presented. Analyze issues and interpret their effect on various groups of people during different time Students may use any of a number of computer or web based programs to periods create the video. Synthesize research by constructing a finished Students could work in groups. The teacher could provide a template for the product that applies images and/or video to project. The teacher could provide a list of possible songs. Students could historical events create and perform an original song. Evaluate and construct the history of the 21st century into discreet periods
DOK 3, 4
SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE FOG OF WAR: Students will use prior coursework, the Choices Program Unit on the US unilateral vs. multilateral Utilize historical argumentation to create a Role in a Changing World, and the Errol Morris documentary The Fog of War to produce actions meaningful set of priorities for the United States a unique and individual foreign policy memo. The memo will require them to prioritize pre-emption as a world power the many challenges facing the United States in the 21st century, defend their choices weapons of mass destruction based on historical outcomes, and apply past lessons and events to current and future terrorism Use synthesis, contextualization, and comparison problems. to critique past policies carried out by the United States Memo can be modified to include a speech to the class or a visual presentation. The teacher can supply a template to be used for the memo. Areas of the world Using patterns of continuity and change, connect and topics to be considered (i.e., terrorism, piracy, foreign aid) can be given to past events to current and future problems the students. Appropriately use and cite relevant historical Students will connect to online surveys and compare their priorities to others evidence to justify a new American Foreign Policy around the world. DOK 3, 4 HOW’S THAT WORKING OUT FOR YOU? The students will pick a law, executive order, mandate Employ relevant historical evidence to research agency, or domestic policy that expanded the role of the federal government in some federal agencies the causes and effects of a specific federal law, manner (i.e., Medicare, the EPA). The students will research the circumstances that executive order executive order, agency, or domestic policy, brought about the law, executive order, agency, or domestic policy and then research new federalism indicating patterns of continuity and change over their effect up to the present, including relevant statistics and data. The students will regulation time conclude with a final analysis of how effective the program is and ultimately what was entitlements the effect on our government, its role, and our nation as a whole. The students can write safety nets Interpret the effect of the federal program a paper or create a visual presentation for the class. public works projects Synthesize data and historical evidence The teacher can create a list of possible topics and programs that can be researched. The teacher can provide the students with a template for their DOK 2, 3, 4 presentation or paper.
Students can use the internet and school based databases for their research. Students can use programs like Prezi for their presentation.