Social Studies Curriculum Guide Franklin High School
Broad Topic/Unit Title: Time Frame: Great Depression and New Deal 3-4 Weeks State Frameworks: USII.11 Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression. (H, E)
A. restrictive monetary policies B. unemployment C. support for political and economic reform D. the influence of the ideas of John Maynard Keynes, and the critique of centralized economic planning and management by Ludwig von Mises, Friedrich von Hayek, and Milton Friedman
USII.12 Analyze the important policies, institutions, and personalities of the New Deal era. (H) People A. President Herbert Hoover B. President Franklin D. Roosevelt C. Eleanor Roosevelt D. Huey Long E. Charles Coughlin Policies A. the Federal Deposit Insurance Corporation B. the Securities and Exchange Commission C. the Tennessee Valley Authority D. the Social Security Act, the National Labor Relations Act E. the Works Progress Administration F. the Fair Labor Standards Act Institutions A. the American Federation of Labor B. the Congress of Industrial Organizations C. the American Communist Party
Social Studies Curriculum Guide Franklin High School USII.13 Explain how the Great Depression and the New Deal affected American society. (H)
A. the increased importance of the federal government in establishing economic and social policies B. the emergence of a “New Deal coalition” consisting of African Americans, blue-collar workers, poor farmers, Jews, and Catholics
Essential Questions Learning Objectives Skills Essential Vocabulary Accommodations/Extensions - Price supports What is an economy? Students will understand: SWBAT: - credit Utilize textbook resources - stock market (ie. Reading Guide) to help What defines a person’s - how an economic Examine the impact of - Dust Bowl access curriculum standard of living? depression impacts an economic depression - Shantytowns, soup people kitchens, bread lines Provide extra time to What is the role of Analyze the long term - Direct relief complete homework and government in the - the short and long and short term causes of - Herbert Hoover assessments economy? term causes of the the Great Depression - Classical economic Great Depression theory/“do-nothing” Modify expectations in To what extent is a Compare and Contrast approach research and presentation person responsible for - President Hoover’s the economic policies of - Boulder Dam (length, amount of sources, his/her financial and President Herbert Hoover and - Federal Home Loan etc) security? Roosevelt’s economic Franklin D. Roosevelt Bank Act policies - Reconstruction Finance Assessments modified with Analyze the criticisms Corporation limited number of questions, - The criticisms of of Roosevelt and the - Bonus Army word banks and open President Roosevelt’s new Deal - Franklin Delano response options New Deal Roosevelt Judge the effectiveness - Election of 1932 Analyze the debate over the of the New Deal - Keynesian economic short and long term causes of theory the global Great Depression - Glass-Steagall Banking (E) Act of 1933 (FDIC) - Federal Securities Act - Eleanor Roosevelt - Huey Long - Charles Coughlin - Securities and Exchange Commission Social Studies Curriculum Guide Franklin High School - Tennessee Valley Authority - Social Security Act - National Labor Relations Act - Works Progress Administration - Fair Labor Standards Act - American Federation of Labor - Congress of Industrial Organizations - American Communist Party
Resources: The Americans (Chapter 22 and 23) The Hard Times by Studs Terkel Library of Congress website: Great Depression Images Dorothea Lange: Photographs FDR’s Inaugural Address FDR’s Fireside Chats Huey Long’s Share our Wealth After the Fact: Chapter on Great Depression (Dust Bowl) A People’s History of the United States Howard Zinn ABC Clio: Great Depression Common Learning Experiences: “Cinderella Man” film “Great Debaters” film “Seabiscuit” film Social Studies Curriculum Guide Franklin High School Textbook video on the Dust bowl Dust bowl photograph carousel Primary Source Comparison of Classical v. Keynesian economic theories (essay/chart) Stock Market Introduction Common Assessment Items: Tests Quizzes Stock Market tutorial Alphabet Soup expert group project
US History II Curriculum FHS Social Studies Department
Broad Topic/Unit Title: World War II Pacing Guide: 2-3 weeks
Learning Standards:
USII. 14 Explain the strength of American isolationism after WWI and analyze its impact on US foreign policy.
US II. 15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of WWII and summarize the major battles of the war. On a map of the world locate the Allied powers. (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) Fascism in Germany German rearmament and militarism of the Rhineland Germany’s seizure of Austria and Czechoslovakia and Germany’s invasion of Poland Japan’s invasion of China and the Rape of Nanking Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conferences
US II. 16 Explain the reasons for dropping the atomic bomb on Japan and discuss the short and long term effects.
US II. 17 Explain important domestic events that took place during the war.
Essential Questions Objectives Skills Vocabulary Accommodations/Extensions Students will understand: SWBAT: Fascism How does war impact the Militarism Utilize textbook resources civilian? The Rise of the Axis Identify the leaders of Isolationism (ie. Reading Guide) to help Powers and the start of the Axis and Allied Neutrality Act access curriculum What considerations are World War II Powers Axis powers taken into account when Allied Powers Provide extra time to creating a foreign policy? The shift in American Explain the rise of Lend Lease Plan complete homework and foreign policy from fascism and militarism Atlantic Charter assessments isolationism to its George Marshall involvement in WWII Analyze American Nisei Modify expectations in foreign policy decisions Executive Order 9066 research and presentation leading up to World War WPB (length, amount of sources, II Dwight Eisenhower etc) The major battles in the Identify major battles George Patton European and Pacific and key figures of World D-Day Assessments modified with theatres during WWII War II Harry Truman limited number of questions, Battle of the Bulge word banks and open The controversy Assess Truman’s Douglas MacArthur response options surrounding the usage of decision to use the Island Hopping the atomic bomb atomic bomb Kamikaze Manhattan Project The impact of the war on Assess the impact of Robert Oppenheimer the American home front World War II on the Hiroshima and Nagasaki American home front Yalta and Potsdam Conferences United Nations
Resources: The Americans (Chapters 24 and 25) Four Freedoms- FDR Quarantine Speech- FDR Atlantic Charter Einstein’s letter to FDR Declaration of War-FDR Band of Brothers by Stephen Ambrose (film as well) “Night and Fog”- film “Why we dropped the bomb” Peter Jennings “After the Fact”- the decision to drop the bomb
Common Labs/Experiences/Lessons: Mapping exercise (identify countries and battles) View Band of Brothers mini-series Read and analyze Band of Brothers Create class debate regarding the decision to drop the bomb Analyze various primary sources from World War II era Assessments: Test and Quizzes Debate essay Soldier’s scrapbook Book analysis
Unit Plan: US History II Franklin Public Schools
Broad Topic/Unit Title: World War I Pacing Guide:_1-2 Weeks_
Learning Standards:
USII.6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I. (H, E)
USII.7 Explain the course and significance of President Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty
Essential Questions Objectives Skills Essential Vocabulary Accommodations/Extensions Nationalism What factors can Students will understand: SWBAT: Imperialism Utilize textbook resources precipitate global Militarism (ie. Reading Guide) to help conflict? - The long term causes Explain the four long Alliance system access curriculum of World War I term causes of World Allies Under what War I. Central Powers Provide extra time to circumstances should a - The short and long Archduke Franz complete homework and nation go to war? term causes of US Analyze the short term Ferdinand assessments entrance into WWI and long term causes of Trench warfare US entry into World The Lusitania Modify expectations in - The impact of the War I Zimmerman Note research and presentation war on the American Isolationism & (length, amount of sources, homefront Assess the impact of Neutrality etc) World War I on the Selective Service Act - President Wilson’s American home front 1917 Assessments modified with vision of global Conscientious objector limited number of questions, diplomacy Evaluate President Mechanized warfare word banks and open Wilson’s global vision of War Industries Board response options diplomacy Espionage and Sedition Acts The Great Migration Wilson’s Fourteen Points League of Nations Treaty of Versailles (1919)
Resources: - The Americans (Chapter 19) - The Zimmerman Note - Woodrow Wilson’s “Peace Without Victory” speech (1917) - Woodrow Wilson’s request for Declaration of War - Woodrow Wilson’s “Fourteen Points” speech (1918) - “Four Minute Men” Speeches - Creel Committee (CPI) propaganda posters - Declaration of Neutrality (1914) - US v. Schenck case - 20th Century Series (DVD) - America’s Time: The Century (VHS/DVD) Common Labs/Experiences/Lessons: - Analyzing wartime propaganda - Examine Wilson’s diplomacy (Fourteen points and Treaty of Versailles) Assessments: - Unit Test
US History II Curriculum FHS Social Studies Department
Broad Topic/Unit Title: 1960s Society, Politics and Economy Pacing Guide: 2-3 weeks Learning Standards: USII.20 Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon. USII.25: Analyze the origins, goals, and key events of the Civil Rights movement. USII.26: Describe the accomplishments of the civil rights movement. USII.27: Analyze the causes and course of the women’s rights movement in the 1960s and 1970s. USII.28: Analyze the important domestic policies and events that took place during the presidencies of President Kennedy, Johnson, and Nixon.
Essential Questions Objectives Skills Vocabulary Accommodations/Extensions SWBAT: - Election 1960 How do Supreme Court Students will understand: - Analyze political cartoons - Camelot Utilize textbook resources decisions impact - the importance of the civil for content and bias - New Frontier (ie. Reading Guide) to help rights movement - Explain the role that - Peace Corps American society? - the conflicts of the Vietnam television plays in today’s - Alliance for Progress access curriculum war politics - Bay of Pigs (61) - the space race - Recognize Cold War - Berlin Wall (61) Provide extra time to How does a war - the Kennedy administration terminology - Cuban Missile Crisis complete homework and become unpopular? - the crises that developed - Describe the new military - “hot-line” assessments over Cuba policy of the Kennedy - Limited Test Ban Treaty - Cold War symbolisms administration - “flexible response” - the Great Society - Summarize the crises that - SNCC (60) Modify expectations in - the Warren Court developed over Cuba - Freedom Riders research and presentation - Summarize the New - James Meredith (length, amount of sources, - March on Washington Frontier domestic and foreign etc) agendas - Ngo Dihn Diem - Summarize the goals of - Ho Chi Minh Johnson’s Great Society - Space Race Assessments modified with - Identify the reforms of the - JFK Assassination limited number of questions, Warren Court - Election of 1964 word banks and open - Great Society Programs - Explain how legalized response options segregation deprived African - Freedom Summer (64) Americans of their rights as - Civil Rights Act 1964 citizens - Selma Campaign (65) - Evaluate the - Voting Rights Act 1965 accomplishments of the civil - Segregation rights movement - Nation of Islam - Malcolm X - Stokely Carmichael - Black Power - Black Panthers - Anti-War movement - Credibility Gap - Tonkin Gulf Resolution - U.S. troop escalation - “living room” war - draft - National Organization for Women - “feminism” - Betty Friedan - The Feminine Mystique - Tet Offesive - My Lai Massacre - MLK Assassination (68) - RFK Assassination (68) - United Farm Workers - Civil Rights Act 1968 - Counterculture - New Left - Students for a Democratic Society - Haight-Ashbury - Election of 1968 - Vietnamization (69) - “Nixon Doctrine” - “stagflation” - “Silent Majority” - The Beatles
Resources: The Americans (Chapters 28, 29, 30, 31) - Eisenhower farewell address - JFK Inaugural Address - Eyes on the Prize - 13 Days - JFK Civil Rights Speech (June 1963) - Mississippi Burning - Ghosts of Mississippi - Malcolm X - Letter from Birmingham Jail - Tonkin Gulf Resolution - Fannie Lou Hamer: Why We Need the Vote - Warren Court Cases - JFK: “American University Speech” - 1968 Tom Brokaw - Summer of Love Common Labs/Experiences/Lessons: JFK Library Political cartoon jigsaw Cuban Missile Crisis role play Civil Rights newscast Assessments: Unit Test
Unit Plan: US History II Franklin Public Schools
Broad Topic/Unit Title: Progressivism Pacing Guide:_3 weeks_
Learning Standards: USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (H,E) USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights. (H)
Essential Questions Objectives Skills Essential Vocabulary Accommodations/Extensions
What is the role of Students will understand: SWBAT: recall Utilize textbook resources government? initiative (ie. Reading Guide) to help - the precipitating factors Explain the political, referendum access curriculum How does a reform that led to the social, and economic Prohibition movement evolve? Progressive movement goals and achievements muckrakers Provide extra time to of Progressivism 16th-19th Amendments complete homework and - the five main goals of women’s suffrage assessments the Progressive Identify the leaders of Square Deal movement the Progressive Upton Sinclair Modify expectations in movement Meat Inspection Act research and presentation - the changing role of Pure Food and Drug Act (length, amount of sources, government in the Analyze the increasing US Forest Service etc) Progressive movement influence of women in Elkins Act the political and social Hepburn Act Assessments modified with - the political, social, and spheres of America conservation limited number of questions, economic impacts of the Booker T. Washington word banks and open Progressive movement Distinguish the NAACP response options Progressive ideals and W.E.B. DuBois policies of T. Roosevelt, Ida Tarbell Taft, and Wilson NAWSA NWP Explain the significant Election of 1912 impact of the Election of Clayton Ant-Trust Act 1912 on the presidency Federal Trade and the impact of Commission Wilsonian reform on the Federal Reserve Act economy New Freedom
Resources: - The Americans (Chapter 17) -The Jungle-Sinclair - Iron-Jawed Angels - Triangle Shirtwaist Factory primary source - creation of the Federal Reserve System (overview) - seminal primary source reading: “The New Nationalism” speech (1910), T. Roosevelt - Progressivism political cartoons - American Time: The Century (VHS/DVD) -www.digitalhistory.uh.edu Common Labs/Experiences/Lessons: - mock Election of 1912 - analysis of political cartoon Assessments: - Unit Test - “Progressive Playoffs” - media analysis of Iron-Jawed Angels
Unit Plan: US History II Franklin Public Schools
Broad Topic/Unit Title: Industrialization, Immigration, and Urbanization Pacing Guide:_1-2 weeks_
Learning Standards:
USII.1 Explain the various causes of the Industrial Revolution. (H, E) USII.2 Explain the important consequences of the Industrial Revolution. (H, E) USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H) USII.5 Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era. (H, E)
Essential Questions Objectives Skills Essential Vocabulary Accommodations/Extensions
What are the costs and Students will understand: SWBAT: Wright Brothers Utilize textbook resources benefits of rapid Alexander Graham Bell (ie. Reading Guide) to help industrialization? - The factors that led Identify and describe the Thomas Edison access curriculum to Industrialization factors of George Eastman industrialization Andrew Carnegie Provide extra time to What are the experiences - The social, cultural, John D. Rockefeller complete homework and of immigrants? political and Assess the impact of George Pullman assessments economic impact of industrialization on Eugene Debs Industrialization American workers Mother Jones Modify expectations in What are the Unions- research and presentation consequences of rapid - Causes and effects of Describe the experiences I.W.W. (length, amount of sources, urbanization? immigration of immigrants in Knights of Labor etc) America AFL - Causes and effects of Samuel Gompers Assessments modified with rapid urbanization Explain the nature of the Social Darwinism limited number of questions, demographic shift of Capitalism word banks and open America’s population to Vertical Integration response options cities Horizontal Integration Gilded Age Evaluate the effects of Nativism industrialization, Chinese Exclusion Act urbanization and Gentleman’s Agreement immigration on Ellis Island American society Emma Lazarus Angel Island Tenements Mass transit Political machines
Resources: - The Americans (Chapter 14-16) -How the Other Half Lives/Images-Jacob Riis -Tenament.org -Ellis Island-Virtual Tour -The Jungle-Sinclair -Autobiography-Mother Jones -The Breadgivers-Yezeirska -Wealth and Its Uses-A. Carnegie -Communist Manifesto -Homestead Strike-10 Days that Changed American History (video) -Speeches-E. Debs -Gilded Age political cartoons -I.W.W. poster -Orville Wright Diary -Kodak Camera advertisement -The Brooklyn Bridge -Immigrant stories - America’s Time: The Century (VHS/DVD) -Nineteen-Hundred (PBS-DVD) -The Most Dangerous Woman in America (DVD) -www.digitalhistory.uh.edu Common Labs/Experiences/Lessons: - Exploring photography of Jacob Riis and Lewis Hines - Virtual tour of Ellis Island - Analysis of political cartoons Assessments: - Unit Test - Collage
Unit Plan: US History II Franklin Public Schools
Broad Topic/Unit Title: Imperialism Pacing Guide:_1-2 Weeks_
Learning Standards:
USII.6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I. (H, E)
Essential Questions Objectives Skills Essential Vocabulary Accommodations/Extensions Nationalism What factors can Students will understand: SWBAT: Imperialism Utilize textbook resources precipitate global Anti-Imperialist League (ie. Reading Guide) to help conflict? - The reasons that - describe the political, Militarism access curriculum America became an social, and economic Great White Fleet imperial power catalysts for Imperialism Sanford B. Dole Provide extra time to To what extent is Alfred T. Mahan complete homework and Imperialism justified? - The debate that took - Locate and label Queen Lilliuokalani assessments place regarding American imperial Jose Marti American imperialism possessions Yellow Journalism Modify expectations in U.S.S. Maine research and presentation - the impact of - Define and give Spanish-American War (length, amount of sources, imperialism at home and examples of T. George Dewey etc) abroad Roosevelt’s “Big Stick” Rough Riders diplomacy, Taft’s San Juan Hill Assessments modified with “Dollar Diplomacy”, Platt Amendment limited number of questions, Wilson’s “Missionary Louis Munoz word banks and open Diplomacy” Foraker Act response options Philippines Emilio Aguinaldo Filipino-American War Treaty of Paris John Hay “Open Door Notes” Boxer Rebellion Panama Canal Roosevelt Corollary John Pershing Pancho Villa
Resources: - The Americans (Chapter 18) - Maps - The Influence of Sea Power Alfred T. Mahan - Platform of the Anti-Imperialist League - A Plea for Annexation John Stevens - Decision on the Philippines Pres. McKinley - In Favor of Imperialism Albert Beveridge - Jose Marti - War Prayer Mark Twain - 20th Century Series (DVD) - America’s Time: The Century (VHS/DVD) Common Labs/Experiences/Lessons: - Map - Debate - Political cartoons - Yellow journalism Assessments: - Unit Test - Case Study
US History II Curriculum FHS Social Studies Department
Broad Topic/Unit Title: Post WWII America (1945-1959 Pacing Guide: 2-3 weeks Learning Standards: USII.18: Analyze the factors that contributed to the Cold War and describe the policy of containment as America's response to Soviet expansionist policies, USII.19: Analyze the source and with a map of the world, locate the areas of Cold War Conflict between the US and the USSR. USII.22: Analyze the causes and consequences of important domestic Cold War trends, USII.23: Analyze the following domestic policies of Presidents Truman and Eisenhower, USII.24: Analyze the roots of anticommunism as well as the origins and consequences of McCarthyism
Essential Questions Objectives Skills Vocabulary Accommodations/Extensions SWBAT: - Satellite nations How does economic Students will - compare / - Containment, Utilize textbook resources prosperity affect understand: contrast - Cold War, (ie. Reading Guide) to help society and culture? - origins of Cold American and - Truman Doctrine access curriculum War Soviet economic - Marshall Plan, - Berlin Airlift, How does a nation - impact on and political Provide extra time to - North Atlantic become a domestic and systems Treaty complete homework and “superpower”? foreign policy - analyze political Organization assessments - formation of cartoons to (NATO) post-war military understand the - Mao Zedong, Modify expectations in alliances impact of the - Chiang Kai-shek research and presentation - Social and Cold War on the - 38th parallel, (length, amount of sources, cultural changes home front - Korean War, etc) in America - locate Cold war - HUAC - Reasons for “hotspots” - Alger Hiss Assessments modified with economic growth (mapping) - Ethel and Julius limited number of questions, Rosenberg and inequity in - evaluate word banks and open - McCarthyism America prevailing social - Eisenhower response options norms and Doctrine family dynamics - Brinkmanship - interpret the rise - Nikita Krushchev of consumerism - GI Bill of Rights through - Dixiecrat advertisements - Fair Deal - Baby boom - Dr. Jonas Salk
- Consumerism - White flight - Leavittown - Dr. Spock - Beatniks - Ozzie & Harriet syndrome
Resources: The Americans (Chapters 26 & 27) Primary Source Documents (Speeches, Political Cartoons, Advertisements) Film: “Atomic Café” Common Labs/Experiences/Lessons: Cold War “hot spots” Mapping Political Cartoon analysis 50’s Carousel Propaganda films (Duck and Cover, etc.) Elvis Video Assessments: Test and Quizzes Debate essay Book analysis 50’s Poster Create “political cartoons” 50’s Cafe
US History II Curriculum FHS Social Studies Department
Broad Topic/Unit Title: 2000’s Pacing Guide: 2-3 weeks
Learning Standards: USII.32 Explain the importance of the 2000 presidential election. (H, C) A. the Supreme Court case, Bush v. Gore B. the growing influence of the Republican Party in the South and the consolidation of the Democratic Party’s hold on the coasts
USII.33 Analyze the course and consequences of America’s recent diplomatic initiatives.(H, C) A. America’s response to the September 11, 2001, terrorist attack on the World Trade Center in New York City and on the Pentagon in Washington, D.C.
Essential Questions Objectives Skills (SWBAT): Vocabulary Accommodations/ (students will understand how) Extensions Can global terrorism be George W. Bush stopped? Assess the outcome of Barack Obama Utilize textbook the 2000 Presidential No Child Left Behind Act resources (ie. Has racial equality and Elections Axis of Evil Reading Guide) to harmony been achieved Taliban help access Explain the goals and at the start of the Osama Bin Laden curriculum achievements of George twenty-first century? Islamic Fundamentalist W. Bush’s domestic and Patriot Act Provide extra time to Should the United States foreign policies complete homework Department of Homeland use military force to Security and assessments support democracy in Analyze the impact of War on Terror Eastern Europe? In the terrorist attacks on the Modify expectations Mission Accomplished Middle East? In the United States in research and Speech – May, 1 2003 world? presentation (length, Summarize the policy Colin Powell amount of sources, Can the United States goals and actions of the WMD – Weapons of Mass etc) maintain its Obama Administration Destruction unprecedented Tea Party Movement Assessments prosperity? (policies of Summarize the Great Great Recession modified with limited the Federal Reserve Recession and then TARP – Troubled Asset number of questions, System; balancing the evaluate the Relief Program word banks and open Federal budget; government’s responses o Alan Greenspan response options international trade and o Ben Bernanke the global economy; Healthcare Reform of 2008 inflation factor; etc.) Foreign Policy in the Middle East o Operation Iraqi Do political parties Freedom serve the public interest o Troop Surge - Iraq and further the cause of Hillary Rodham Clinton democracy? John McCain Hurricane Katrina-2005 Should Americans be o Levee optimistic about the o Ray Nagin future? Government shutdown
Resources: Textbooks: - The Americans – McDougal Littell p. 1066-1087
Supplementary Sources: - George W. Bush – War on Terror Speech - Patriot Act - Mission Accomplished Speech – May, 1 2003 - Films: i. Common Labs/Experiences/Lessons: - Debate on - Assessments: Multiple Choice Tests Free-Response Questions Document-Based Questions Primary Source Readings Quizzes
US History II Curriculum FHS Social Studies Department
Broad Topic/Unit Title: 1990s Pacing Guide: 2-3 weeks
Learning Standards: USII.30 Describe some of the major economic and social trends of the late 20th century. (H, E)
A. the computer and technological revolution of the 1980s and 1990s B. scientific and medical discoveries C. major immigration and demographic changes such as the rise in Asian and Hispanic immigration (both legal and illegal) D. the weakening of the nuclear family and the rise in divorce rates
USII.31 Analyze the important domestic policies and events of the Clinton presidency. (H, E)
A. the passage of the North American Free Trade Agreement (NAFTA) in 1993 B. President Clinton’s welfare reform legislation and expansion of the earned income tax credit C. the first balanced budget in more than 25 years D. the election in 1994 of the first Republican majority in both the House and Senate in 40 years E. tax credits for higher education F. the causes and consequences of the impeachment of President Clinton in 1998
USII.32 Explain the importance of the 2000 presidential election. (H, C)
A. the Supreme Court case, Bush v. Gore B. the growing influence of the Republican Party in the South and the consolidation of the Democratic Party’s hold on the coasts
USII.33 Analyze the course and consequences of America’s recent diplomatic initiatives.(H, C)
A. the invasion of Panama and the Persian Gulf War B. American intervention in Somalia, Haiti, Bosnia-Herzegovina, and Kosovo C. the attempts to negotiate a settlement to the Israeli-Palestinian conflict D. America’s response to the September 11, 2001, terrorist attack on the World Trade Center in New York City and on the Pentagon in Washington, D.C.
Essential Questions Objectives Skills (SWBAT): Vocabulary Accommodations/ (students will understand how) Extensions President Bill Clinton
Vice President Al Gore Utilize textbook When should a president The shifting economy Evaluate the impact of Hillary Clinton resources (ie. be removed from office? of the 1990s impacted Clinton’s foreign and Monica Lewinsky Reading Guide) to domestic economic workers and industries. President George H.W. Bush help access Should Presidents be policies. curriculum H. Ross Perot blamed/credited for the How advances in Analyze the success and Newt Gingrich economy? technology affected Provide extra time to failures of American Bob Dole communication and complete homework foreign policies in a post Ralph Nader Is it the responsibility of science. and assessments Cold War world. George W. Bush the United States today to be the world’s How was Clinton a New Assess the rationale of Dick Cheney Modify expectations “policeman?” Democrat. multiculturalism. Temporary workers in research and Bill Gates presentation (length, How does The debate regarding Define the New Democrat. Dr. Ellen Ochoa amount of sources, multiculturalism affect the promotion of James Baker III etc) society? multiculturalism. Supreme Court Appointments o Clarence Thomas Assessments New foreign policy o Conservative shift modified with limited challenges. “New” Democrat number of questions, Health care reform word banks and open World Trade Center 1993 response options Oklahoma City Bombing 1995 Waco, Texas Columbine 1999 Foreign Relations (Politics) o U.S.-Russia relations o U.S.-China relations o Bosnia o Serbs o Rwanda / Somalia o Good Friday Accords Foreign Relations (Economic) o North American Free Trade Agreement (NAFTA) o World Trade Organization (WTO) Contract with America Whitewater Income gap It’s the economy stupid Service sector The New Economy o Downsizing o Dotcoms General Agreement on Tariffs and Trade (GATT) Information superhighway Internet Telecommute Telecommunications Act of 1996 NASA in the 1990s Human Genome Project Genetic engineering PC – Political Correctness Don’t ask don’t tell Immigration policies (Proposition 187) New Right & Evangelicals Music – Grunge movement (Kurt Cobain) & Gangsta Rap – (Tupac vs. Biggie) Spike Lee
Resources: Textbooks: - The Americans – McDougal Littell p. 1066-1087
Supplementary Sources: - Maya Angelou – On the Pulse of Morning (http://etext.lib.virginia.edu/etcbin/toccer- new2?id=AngPuls.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=1&division=div1) - Clinton’s Inaugural Address - Contract with America - Films: i. Clinton (PBS Documentary) ii. White Man Can’t Jump & Do the Right Thing Common Labs/Experiences/Lessons: - Debate on multiculturalism - Assessments: Multiple Choice Tests Free-Response Questions Document-Based Questions Primary Source Readings Quizzes
US History II Curriculum FHS Social Studies Department
Broad Topic/Unit Title: The Reagan Era – 1980s Pacing Guide: 2-3 weeks
Learning Standards: USII.29 Analyze the presidency of Ronald Reagan. (H, E) A. tax rate cuts B. anticommunist foreign and defense policies C. Supreme Court appointments D. the revitalization of the conservative movement during Reagan’s tenure as President E. the replacement of striking air traffic controllers with non-union personnel
USII.30 Describe some of the major economic and social trends of the late 20th century. (H, E) A. the computer and technological revolution of the 1980s and 1990s B. scientific and medical discoveries C. major immigration and demographic changes such as the rise in Asian and Hispanic immigration (both legal and illegal) D. the weakening of the nuclear family and the rise in divorce rates
Essential Questions Objectives Skills (SWBAT): Vocabulary Accommodations/ (students will understand how) Extensions How do government Demonstrate knowledge New Right regulations impact the What were the economic of Reagan’s economic Recession of 1981 & 1982 Utilize textbook policies of the Reagan economy and society? policy Reaganomics resources (ie. Administration “Voodoo Economics” Reading Guide) to Analyze foreign policy Crash of 1987 help access Is a war of ideology How did the Reagan objectives during the curriculum winnable? Administration fight the Reagan and Bush Deregulation Cold War? administrations Perestroika Iran-Contra Affair Provide extra time to How did materialism lead Describe the popular Computer Age complete homework to the “Me Generation” material culture that began Yuppies and assessments to emerge during the Supply-side economics What economic, social, & 1980s Star Wars (SDI) Modify expectations political factors led to the Challenger Tragedy in research and emergence of the New Explain the emergence of presentation (length, Right? Grenada the New Right amount of sources, Sandinistas Invasion of Panama etc) Manuel Noriega Moral Majority Assessments War on Drugs: “Just say No” modified with limited Geraldine Ferraro number of questions, Sandra Day O’Connor word banks and open William Rehnquist response options George Herbert Walker Bush Gulf War o Operation Desert Storm o Gulf War Syndrome o No Fly zones o No Blood for Oil o Saddam Hussein o Dick Cheney o Colin Powell o Norman Schwarzkopf A.I.D.S. Olympics of 1984 Black Monday (Wall Street) Savings & loan Scandal Berlin Wall Glasnost Tiananmen Square
Resources: Textbooks: - The Americans – McDougal Littell Supplementary Sources: - Reagan’s Evil Empire Speech - Oliver North hearing - Challenger articles - Documentaries on end of Soviet Union and Berlin Wall - Assorted maps - Inspiration software - Films: i. A new world – ABC Documentary – The Century ii. MTV clips iii. The “Me Generation” iv. VHS 1- 70s, 80s, 90s Common Labs/Experiences/Lessons: - Iran/Contra trial/hearings - Music analysis & subcultures in America
Assessments: Multiple Choice Tests Free-Response Questions Document-Based Questions Primary Source Readings Quizzes
US History II Curriculum FHS Social Studies Department
Broad Topic/Unit Title: 1970s Society, Politics and Economy Pacing Guide: 2-3 weeks Learning Standards: USII.27: Analyze the causes and course of the women’s rights movement in the 1970s. USII.28: Analyze the important domestic policies and events that took place during the Nixon presidency
Essential Questions Objectives Skills Vocabulary Accommodations/Extensions SWBAT: What happens when people Students will understand: - Analyze the causes of Kent State Utilize textbook resources lose trust in government? - Foreign policies of Nixon economic crises of the Clean Air Act (ie. Reading Guide) to help administration (Vietnam, SE decade Environmental What are the costs and Asia, China, Soviet Union) - Evaluate the impact of Protection Agency access curriculum benefits of power? - Foreign policies of Ford & social movements during the Nixon visits China Carter administrations (Iran, 1970s Wage-price controls Provide extra time to Human rights, Middle East) - Evaluate progress in the My Lai massacre complete homework and -Economic stresses civil rights movement Pentagon Papers assessments (inflation/stagflation, energy - Identify the political and Watergate crisis) and attempted policies social crises of the 1970s Election of 1972 Modify expectations in - Environmentalism - Compare/contrast foreign Vietnamization -Women’s fight for equality policies of the Nixon, Ford research and presentation Greenpeace (ERA, NOW, Roe v. Wade) and Carter administrations Détente (length, amount of sources, -Watergate and its impact etc) -Evolution of Civil Rights Real Politik movement (Southern Henry Kissinger strategy, Busing crisis, Spiro Agnew Assessments modified with affirmative action) Roe v. Wade limited number of questions, -Social-cultural changes Gerald Ford word banks and open Stagflation response options Jimmy Carter Human rights Camp David Accords Panama Canal Harvey Milk SALT II Iran Hostage Crisis 1980 Olympics Ronald Reagan Election of 1980
Resources: The Americans (Chapters 28, 29, 30, 31) Watergate taped White House Conversations. Newspaper Articles on Energy Crisis Documents on Hostage Crisis Sections of Camp David Accords PowerPoint Inspiration software Films: Argo. Miracle. Milk, Common Labs/Experiences/Lessons: Examining Watergate documents Political Cartoon Analysis Map Skills Assessments: Unit Test
Unit Plan US History II
Broad Topic/Unit Title: 1920’s Pacing Guide: 1-2 Weeks
Learning Standards: USII.10 Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s. (H)
A. the Boston police strike in 1919 B. the Red Scare and Sacco and Vanzetti C. racial and ethnic tensions D. the Scopes Trial and the debate over Darwin’s On the Origins of Species E. Prohibition
Essential Questions Objectives Skills Essential Vocabulary Accommodations/Extensions Students will understand: SWBAT: Red Scare and Palmer To what extent may the Raids Utilize textbook resources success of the few hide - the social changes in identify the important Isolationism, Nativism, (ie. Reading Guide) to help the problems of the America during the social changes of the and, Conservativism access curriculum many? 1920’s 1920’s. Sacco and Vanzetti Rebirth of the Ku Klux Provide extra time to In what ways can a - the political changes identify the important Klan complete homework and decade be considered in America during political changes of the Boston Police Strike assessments “unique”? the 1920’s 1920’s Warren G. Harding and Normalcy Modify expectations in - the economic identify the important Calvin Coolidge research and presentation changes in America economic changes of the Prohibition (length, amount of sources, during the 1920’s 1920’s Scopes Monkey Trial etc) “The New Woman” assess the impact of the “The Lost Generation” Assessments modified with social, political, and, Harlem Renaissance limited number of questions, economic changes on “The Jazz Age” word banks and open the United States response options
Resources: The Americans (Chapter 20-21) Chapter 26 (For the Record) A collection of primary documents A. Mitchell Palmer, The Case Against the Reds The Scopes Trial, excerpts from Inherit the Wind Ken Burns’ “Prohibition” and “Jazz” Bill Moyer’s “A Walk through the 20th Century” America’s Time: The Century (VHS/DVD) 20th Century Series (DVD) Common Labs/Experiences/Lessons: Differentiate the various changes (political, social, economic) of the 1920’s Analyze landmark judicial cases and impact on 1920’s society Critique documentaries to provide a visual representation of the period Listen to different Jazz pieces (Gershwin’s Rhapsody in Blue, Armstrong, Ellington) Read different literary works (Fitzgerald, Hughes, Hemingway, St. Vincent-Millay) View works of art (Dadiism, Frank Lloyd-Wright, O’Keefe) Assessments: Magazine/Children’s book Project Unit tests and quizzes