Curriculum Management System
MONROE TOWNSHIP SCHOOLS
Course Name: United States History II Honors Grade: Grade 11
For adoption by all regular education programs Board Approved: September 2012 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.
Table of Contents Monroe Township Schools Administration and Board of Education Members Page 3
Mission, Vision, Beliefs, and Goals Page 4
Core Curriculum Content Standards Pages 5-7
Scope and Sequence Pages 8-11
Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 12-58
Quarterly Benchmark Assessment Page 59
Monroe Township Schools Administration and Board of Education Members
ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent Dr. Jeff C. Gorman, Assistant Superintendent
BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President Mr. Ken Chiarella, Board Vice President Ms. Amy Antelis Mr. Marvin I. Braverman Mr. Lew Kaufman Mr. Mark Klein Mr. John Leary Mr. Louis C. Masters Mr. Ira Tessler Jamesburg Representative Ms. Patrice Faraone
WRITERS NAME Ms. Jaclyn Abruzzese and Ms. Melissa Schwartz
CURRICULUM SUPERVISOR Ms. Bonnie Burke-Casaletto
Mission, Vision, Beliefs, and Goals
Mission Statement
The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment. Vision Statement
The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education. Beliefs
1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.
Board of Education Goals
1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.
Common Core State Standards (CSSS)
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org
Amistad: http://www.theamistadcommission.com
Constitution Day: http://www.edgove.legislation/FedRegister/other/2005-2/052405b.pdf
Holocaust: http://www.state.nj.us.education/holocaust/about_usmandate.html
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.
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.
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.
RH.4-Determine the meaning of the 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)
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.
RH.6-Evaluate the author’s differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
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 and solve a problem.
RH.8-Evaluate an author’s premise, claims, and evidence by corroborating or challenging them with other information.
RH.9-Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event , noting discrepancies among sources.
RH. 10-By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
WHST.1-Write arguments focused on discipline-specific content. 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. 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. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 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. e. Provide a concluding statement or section that follows from or supports the argument presented.
WHST.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. 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; including formatting, graphics, and multimedia when useful to aiding comprehension. 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. 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. 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. e. Provide a concluding statement or section that follows from and supports the information or explanation provided.
WHST.3-Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details and well-structured event sequences.
WHST.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or typing a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.6-Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
WHST.7-Conduct short as well as more sustained research projects to answer a question or solve a problem; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.8- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; 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.
WHST.9-Draw evidence from informational texts to support analysis, reflection, and research.
WHST.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
Scope and Sequence Quarter 1- United States History II Honors- Grade 11
Unit Topics(s)- Into the 21st Century and The Roaring Twenties
I. Into the 21st Century a. Election of 1992 b. Columbine Massacre c. Oklahoma City Bombing d. Clinton’s Domestic Policy e. Clinton’s Foreign policy f. Impeachment of Clinton g. Election of 2000 h. Attacks on 9/11 i. Impact of September 11th attacks j. War in Iraq 2003 k. Computer l. Presidency of Barack Obama m. Election of 2012
II. The Roaring Twenties a. Postwar Trends- Nativism, Isolationism, Communism b. The Red Scare and the Palmer Raids c. Great Migration d. Sacco and Vanzetti e. Quota System f. Labor Unrest f. Harding Presidency and Scandals g. Calvin Coolidge and American Industry h. Superficial Prosperity i. Rural and Urban Differences j. Prohibition k. Scopes Trial l. New Woman m. Popular Culture and Literature n. Harlem Renaissance
Scope and Sequence
Quarter 2- United States History II Honors- Grade 11
Unit Topic(s)- The Great Depression and New Deal, World War II and the Cold War Politics in the Truman Years
I. The Great Depression and New Deal Experiment III. Cold War Politics in the Truman Years a. Long Term Causes of the Great Depression a. The Cold War Begins b. Election of 1928 b. Truman Doctrine and the Marshall Plan c. Stock Market Crash and Financial Collapse c. Six-Pronged Defense Strategy d. Life in the Depression d. Chinese Civil War e. Working Class Militancy e. Creation of Israel f. Hoover and the Limits of Individualism f. Reconverting to a Peacetime Economy g. Bonus Army g. Blacks and Mexican Americans Push for Civil Rights h. Franklin D. Roosevelt and the Election of 1932 h. Fair Deal Flounders i. The Hundred Days i. McCarthyism j. First and Second New Deal j. Korean War k. Challenges to the New Deal k. Election of 1952 l. Recession of 1937 m. New Deal Legacy
II. United States and the Second World War a. Failures of the WWI Peace Settlement b. Axis Aggression in Europe, North Africa, and the Pacific c. Roosevelt and Reluctant Isolationism d. The Onset of War e. American Isolationism vs. Interventionism f. From Neutrality to the Arsenal of Democracy g. Japan attacks America h. Home-front Security i. Building a Citizen Army j. The Wartime Home-front k. Turning the Tide in the Pacific l. The War for Europe and North Africa m. Reaction to the Holocaust n. Toward Unconditional Surrender o. The Defeat of Japan p. Atomic Warfare
Scope and Sequence
Quarter 3- - United States History II Honors- Grade 11
Unit Topic(s)- The Politics and Culture of Abundance, the New Frontier and the Great Society
I. The Politics and Culture of Abundance o. Election of 1964 a. Modern Republicanism p. Warren Court b. Termination and Relocation of Native Americans q. Civil Rights Act of 1964 c. The Election of 1956 and Second Term r. African American Voting Rights Campaign d. The New Look in Foreign Policy s. Black Power and Urban Rebellion e. Applying Containment to Vietnam t. Death of Martin Luther King Jr. f. Interventions in Latin American and the Middle East u. Civil Rights Act of 1968 g. The Nuclear Arms Race v. Affirmative Action h. Technology Transforms Agriculture and Industry i. Burgeoning Suburbs and Declining Cities j. The Rise of the Sun Belt k. The Democratization of Higher Education l. Consumption Rules the Day m. The Revival of Domesticity and Religion n. Television Transforms Culture and Politics o. Countercurrents p. African Americans Challenge the Supreme Court and the President q. Montgomery and Mass Protest
II. New Frontier and Great Society a. The Election of 1960 b. Flexible Response e. The Berlin Wall f. The Bay of Pigs Invasion g. The Cuban Missile Crisis h. Kennedy and The New Frontier i. Race to the Moon j. Freedom Riders k. Birmingham l. March on Washington m. Kennedy Assassination n. Johnson and the Great Society
Scope and Sequence
Quarter 4- United States History II Honors- Grade 11
Unit Topic(s)- Vietnam, Politics of Protest, and Age of Conservatism
I. Vietnam and the Limits of Power s. Persian Gulf War a. USS Maddox incident and Tonkin Gulf Resolution b. An All-out commitment in Vietnam c. The Americanized War d The Widening War at Home e. 1968: Year of Upheaval f. Native American Protest g. Latinos Struggle for Justice h. Student Rebellion, the New Left, and the Counterculture i. Gay Men and Lesbians Organize j. New Wave Feminism k. Vietnam Becomes Nixon’s War l. The Peace Accords and the Legacy of Defeat
II. Age of Conservatism a. Liberal Reform in Nixon Administration b. Nixon and détente c. Emergence of a Grassroots Conservative Movement d. Nixon Courts the Right e. The Election of 1972 f. Watergate g. The Ford Presidency h. Carter’s Domestic Agenda i. Carter’s Human Rights Foreign Policy j. Iran Hostage Crisis k. Election of 1980 l. New Right m. Reaganomics n. Deregulation o. Election of 1984 p. Social Concerns in the 1980s q. Cold War Ends r. Iran- Contra Scandal
Quarter 1- Into the 21st Century Stage 1 Desired Results- Grade 11 ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… 6.1.12.A.14.a- Evaluate the effectiveness of the • Explore the toll that the wars in Afghanistan and Iraq have taken on the U.S. veterans. checks and balances system in preventing one branch of national government from usurping • Research, explore and evaluate how advancements in technology, the impact of reality too much power during contemporary times. television, and social obsessions with celebrity status have influenced America in the new 6.1.12.A.14.b- Analyze how the Supreme Court millenium. has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies. Meaning 6.1.12.A.14.c- Assess the merit and effectiveness UNDERSTANDINGS ESSENTIAL QUESTIONS of recent legislation in addressing the health, Students will understand that… • What are the most important issues that welfare, and citizenship status of individuals and • The election of Bill Clinton, as a affect the world today? groups. moderate practical Democrat, to the • How does technology affect society presidency in 1992 signaled that 6.1.12.A.14.d- Analyze the conflicting ideologies worldwide? and actions of political parties regarding Americans were ready for change. spending priorities, the role of government in • The Election of 2000 polarized the • How should the U.S. deal with dangerous the economy, and social reforms. country. dictators? 6.1.12.A.14.e- Evaluate the effectiveness and • The attacks on September 11th • How can the U.S. combat terrorism? fairness of the process by which national, state, galvanized the American public and and local officials are elected and vote on issues enabled President Bush to move the of public concern. nation in a new direction. 6.1.12.A.14.f- Determine the extent to which • New technology affected the way nongovernmental organizations, special interest Americans worked, played and groups, third party political groups, and the communicated. media affect public policy. • Globalization transformed the American 6.1.12.A.14.h- Assess the effectiveness of economy bringing both new challenges government policies in balancing the rights of and new opportunities. the individual against the need for national • The condition of the economy is a security. leading factor in determining who wins 6.1.12.A.15.a- Analyze the factors that led to the elections. fall of communism in Eastern European countries and the Soviet Union, and determine Acquisition how the fall influenced the global power Students will know… Students will be skilled at… structure. • The successes and failures of the • Understanding the points of view of 6.1.12.A.15.b- Determine the effectiveness of the Clinton Presidency. Republicans and Democrats in the most
United States in pursuing national interests • Top crime stories from the 1990s. recent elections. while also attempting to address global political, • The Whitewater Scandal. • Critically reading Barack Obama’s economic, and social problems • The Monica Lewinsky scandal and inaugural address. 6.1.12.A.15.c- Evaluate the role of diplomacy in about Clinton’s subsequent • Analyzing political cartoons of current developing peaceful relations, alliances, and impeachment. events. global agreements with other nations. • The Election of 2000 candidates, • Researching the Whitewater scandal. 6.1.12.A.15.d- Assess the impact of the arms race issues, and results. • Comparing the different points of view and the proliferation of nuclear weapons on on the war on terror. world power, security, and national foreign • How the Attacks on 9/11 impacted America at home and led to the war • Creating a persuasive campaign policy. commercial. on terror. 6.1.12.A.15.e- Analyze the impact of United • Writing letter addressing the • Why President Bush invaded Iraq in States support for the policies and actions of the impeachment of President Clinton. United Nations and other international 2003. • Researching the issues of the organizations. • How the war in Iraq was fought and presidential election of 2012. 6.1.12.A.15.f- Evaluate the effectiveness of its outcome. United States policies and actions in supporting • How computer technology has the economic and democratic growth of transformed the economy and daily developing nations. lives. 6.1.12.B.14.a- Determine the impact of recent • The successes and failures of the immigration and migration patterns in New Presidency of Barack Obama Jersey and the United States on demographic, • The Election of 2012 candidates, social, economic, and political issues. issues, and results. 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.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.14.a- Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and taxation)
and monetary (i.e., interest rates) policies. 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 work force), and government and consumer debt and their impact on society. 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.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 disabilities 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.D.15.a- Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations
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 effectiveness 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 actions taken by the United States and other nations to prevent terrorism.
Quarter 1- Into the 21st Century Stage 2 – Evidence- Grade 11 Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the NOTE: The assessment models provided in this document are suggestions for the following or similar rubric to evaluate teacher. If the teacher chooses to develop his/her own model, it must be of equal or students’ performance on lesson better quality and at the same or higher cognitive levels. assessments; 4 – Innovating: Student was able to apply PERFORMANCE TASK(S): knowledge learned during unit, worked Into the 21st Century independently or collaboratively with group Political Campaign Project members, and showed effort. All steps of the Directions: assignment demonstrated application, • Part I: Research current political races: innovation, and higher leveled thinking. o President, Senate, House, Governor 3 – Applying: Student worked • Create posters of 2 candidates for the upcoming election. independently or collaboratively with group • Poster will include: members and showed effort. All steps of the Previous Occupation/s assignment demonstrated student could o o Political Experience
apply new knowledge. o Party Affiliation 2 – Developing: Student was able to work Voting Record individually or collaboratively most of the o Religion time, and showed some effort. The steps in o the assignment demonstrated student could o Other Essential Information apply most of the knowledge learned • Part II: Select 1 candidate and create a campaign commercial in favor of that candidate. throughout unit. o Highlights four strengths of the candidate and four weaknesses of the opponent Student was only able to 1 – Beginning: o 4 minutes in length apply new knowledge learned during unit Should be creative and persuasive with assistance. Student had difficulty o • Record the commercial using IMovie. working independently or collaboratively with others and did not work to best of ability.
Suggested Monitoring Scale: Use the OTHER EVIDENCE: following or similar scale to monitor or • Written assessments on “Into the 21st Century.” evaluate students’ daily learning and • Research the historical roots of the ongoing conflict between the Serbs and other ethnic understanding of key concepts; groups in the former Republic of Yugoslavia. Prepare a brief oral report focusing on the 4 – I fully understand my learning and can roots of ethnic conflict. explain connections. I would be able explain • Create a time line illustrating advances in computer technology since 1946. it to someone else. • As a member of Congress, write a letter in which you attempt to persuade other lawmakers 3 – I understand my learning and can make to vote either for or against the impeachment of President Clinton. some connections, but could use some • Take on the role of a Supreme Court justice. Write a statement explaining how you voted in mnemonics. Bush v. Gore. 2 – I understand parts of my learning and • Create a photo essay using images and sentence captions to tell the story of terrorism today. need help making connections. 1 – I do not understand my learning and • Write an editorial to a newspaper. Students will explain why they are for or against increased security, even if it means giving up some freedoms. cannot make connections, please help. • Research recent scientific and medical advances including: MRI, new AIDS drugs, prosthetics, surgical techniques, genetic engineering. Create a poster presentation in groups. • Debate “Is torture ever justified when questioning prisoners or suspected terrorists?” • Philosophical chair discussion on “Guns should be outlawed completely for anyone but the police”
Quarter 1- Into the 21st Century Stage 3 – Learning Plan- Grade 11 Summary of Key Learning Events and Instruction Listed are several suggestions of key learning events. • Pre-assess: Complete K-W-L-A to assess students’ prior knowledge and identify further student-identified learning goals. • Pre-assess: Have students complete a level of understanding scale before the start of the unit. • Take notes on a PowerPoint/lecture presentation. • Read and take notes on various sections of the textbook. • Read Maya Angelou’s poem “On the Pulse of Morning” written for President Clinton’s 1993 inauguration and discuss the theme of diversity. • Station activity on top crime stories of the era including Rodney King, OJ Simpson, Columbine, Oklahoma City Bombing, and 1993 World Trade Center Bombing. • Analyze Newt Gingrich’s “ A Contract with America,” 1994, and consider how it might have appealed to voters. • Read and discuss a summary of Bush v. Gore- http://www.dummies.com/how-to/content/supreme-court-case-study-bush-v-gore.html • Explore the interactive NY Times website on the September 11th attacks - http://www.nytimes.com/interactive/us/sept-11- reckoning/viewer.html • View Fahrenheit 911 and Fahrenhype 911 and compare the different perspectives on the Presidency of George W. Bush and the War on Terror • Examine the USA Patriot Act and hold a discussion on “Which is more important, liberty or security against terrorist attacks?” • Read Barack Obama’s Inaugural Address and evaluate if he achieved what he set out to do. • Analyze current political cartoons from: http://www.usnews.com/ • Create a chart of the most important issues in the Election of 2012- http://www.cnn.com/election/2012/ • Debate: Degree to which the promise of America has been filled. • What role did immigration play in shaping American society during the 1980s and 1990s? • What are these immigrants’ attitudes toward their lives, work, families, and America? • Have immigrants achieved the American dream? • Do the people themselves think so?
Quarter 1-The Roaring Twenties Stage 1 Desired Results- Grade 11 ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… 6.1.12.A.8.a- Relate government policies to the • Analyze the current issue of illegal immigration. prosperity of the country during the 1920s, and • Explore the controversy of teaching evolution in public schools today. determine the impact of these policies on • Evaluate how current technologies impact our lives. business and the consumer. • Discuss how people’s values impact their view on social issues of today like gay- 6.1.12.A.8.b- Compare and contrast the global marriage, abortion, stem-stem research, immigration, etc. 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, Meaning xenophobia, and fear of anarchists to UNDERSTANDINGS ESSENTIAL QUESTIONS government policies restricting immigration, Students will understand that… advocacy, and labor organizations. • Americans debate the U.S. role and 6.1.12.B.8.a- Determine the impact of the • What should America’s role be in world responsibility in world affairs. expansion of agricultural production into affairs? • Immigration policy continues to cause marginal farmlands and other ineffective conflict and debate. • Why do Americans continue to have fears of agricultural practices on people and the • The government must guard against radicals and foreigners today? How do those environment. scandal and corruption to merit public fears shape immigration policy? 6.1.12.C.8.a- Analyze the push-pull factors that trust. led to the Great Migration. • How can Americans become distrustful of government officials? 6.1.12.C.8.b- Relate social, cultural, and • New technological developments technological changes in the interwar period to continually change the way Americans • Do technological advancements better the rise of a consumer economy and the work and play. society? • Women’s roles in society continue to changing role and status of women. • How can differences in customs and values change and evolve allowing for greater 6.1.12.D.8.a- Explain why the Great Migration led lead to conflict? opportunities. to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase • Change in customs and values can lead in violence to conflict. 6.1.12.D.8.b- Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture Acquisition and values. Students will know… Students will be skilled at…
• Post World War I Struggles and Issues, such • Analyzing 1920s Political Cartoons to as nativism, isolationism, communism, understand the postwar trends. immigration and labor unrest. • Understanding points of view on topics like
• Events and policies of the Harding immigration, isolationism, prohibition, Presidency. science vs. religion. • 1920s Consumerism. • Researching topics on the 1920s to • Superficial prosperity. incorporate into a radio broadcast. • Prohibition. • Critically reading Harding’s inaugural • Scopes Trial. address and making inferences about the • Twenties Women. hopes for his presidency • The Great Migration. • Explaining the causes and effects of • The Harlem Renaissance. prohibition. • Debating the clash between science and religion.
Quarter 1- The Roaring Twenties Stage 2 – Evidence- Grade 11 Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the NOTE: The assessment models provided in this document are suggestions for the following or similar rubric to evaluate teacher. If the teacher chooses to develop his/her own model, it must be of equal or students’ performance on lesson better quality and at the same or higher cognitive levels. assessments; 4 – Innovating: Student was able to apply PERFORMANCE TASK(S): knowledge learned during unit, worked The Roaring Twenties independently or collaboratively with group The Roaring Twenties Newspaper members, and showed effort. All steps of the Directions: assignment demonstrated application, In small group configurations, the students will become journalists for the Jazz Age, a innovation, and higher leveled thinking. newspaper chronicling the Roaring Twenties. 3 – Applying: Student worked - Newspaper Layout: independently or collaboratively with group o Newspaper Title members and showed effort. All steps of the o Date assignment demonstrated student could Headlines apply new knowledge. o Bylines 2 – Developing: Student was able to work o individually or collaboratively most of the o Pictures time, and showed some effort. The steps in - Newspaper Sections:
the assignment demonstrated student could 1. News Articles (Minimum 2) apply most of the knowledge learned 2. Editorials throughout unit. 3. Arts and Leisure 1 – Beginning: Student was only able to apply new knowledge learned during unit - Review artwork, music, and fashion with assistance. Student had difficulty 4. Political Cartoon working independently or collaboratively 5. Bonus Features with others and did not work to best of - Word Puzzles, Obituaries, Advertisements ability. - Part II: Groups will present their newspapers to the whole class.
Suggested Monitoring Scale: Use the OTHER EVIDENCE: following or similar scale to monitor or • Written Assessments on “The Roaring Twenties.” evaluate students’ daily learning and • RAFT- Students will imagine they are a cartoonist, newspaper reporter, or song writer and understanding of key concepts; they will assess their knowledge of the unit by creating a political cartoon, writing an 4 – I fully understand my learning and can obituary, or writing and performing a song. explain connections. I would be able explain • Socratic Seminar on Evolution. • Philosophical Chairs on Illegal Immigration. it to someone else. 3 – I understand my learning and can make some connections, but could use some mnemonics. 2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot make connections, please help.
Quarter 1- The Roaring Twenties Stage 3 – Learning Plan- Grade 11 Summary of Key Learning Events and Instruction Listed are several suggestions of key learning events. • Pre-Assess- Use K-W-L-A to assess students’ prior knowledge and identify further student-identified goals for the unit. • Pre-assess: Have students complete a level of understanding scale before the start of the unit. • Take notes on a PowerPoint/lecture presentation. • Read and take notes on various sections of the textbook. • Pre-read Harding’s Inaugural Address and discuss the idea of a “return to normalcy.” Debate the concept of “normalcy” through a role play scenario
where a student assumes the role of President Harding and the class poses questions to determine how Harding plans to keep his promise of “returning normalcy.” The questions and responses will be assessed in written form at the end of the unit to determine Harding’s degree of success. • Create a diagram which shows the cause of inflation after WW1, discuss how the economic conditions led to labor disputes. Propose a solution to the president to resolve the problems. • Assign students to represent the following groups: members of the Boston police force, the Boston police commissioner, Calvin Coolidge, John L. Lewis, coal mine owners, steel company owners, steel workers. Prepare a statement to the press regarding Coolidge’s statement on the right to strike against public safety and direct students to support their position. • Write opening statements for the Sacco and Vanzetti case after examining the evidence on the following websites to determine if the accused were guilty or victims of the Red Scare. http://www.law.umkc.edu/faculty/projects/ftrials/SaccoV/SaccoV.htm and http://www.courttv.com/archive/greatesttrials/sacco.vanzetti/ • Analyze Red Scare political cartoons using the following website http://newman.baruch.cuny.edu/digital/redscare/default.htm, to discern the theme and interpret the implied message. • Write a 1920’s editorial article on the Red Scare, deportations, immigration restrictions, or isolationism. • Draw and label a picture that depicts how the automobile changed the American landscape and explain urban sprawl • Create a visual summary of the signs of superficial prosperity and present and share the findings. Students will verbally explain and defend their work. • Station activity: Red Scare, Harding Presidency, the Business of America- Students will conduct a variety of activities on the topics and answer questions. Activities include analysis of cartoons, readings, puzzles, advertisements etc. • Translate 1920s slang and discuss what it reveals about 1920s culture. • Listen to jazz tracks from Duke Ellington, Louis Armstrong, and Bessie Smith. • Learn how to dance the “Charleston.” • View Prohibition Era Video. • Conduct a “CSI” on the “St. Valentines Day Massacre” using the following website http://www.mysterynet.com/vdaymassacre/ • Read and interpret Langston Hughes poetry and identify the themes of his writings. • View Clip from Inherit the Wind to understand the debate between science and religion. • Read background and article on Intelligent Design and have a guided discussion on pro and con arguments of the “Kitzmiller v. Dover Area School District” case. (2005)
Quarter 1- The Great Depression and the New Deal Experiment Stage 1 Desired Results- Grade 11 ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… 6.1.12.A.9.a- Analyze how the actions and • Investigate which New Deal programs are still around today and explain the liberal and policies of the United States government conservative perspectives on them. contributed to the Great Depression. • Compare the lives of Americans during the Great Depression and the lives of Americans during 6.1.12.A.10.a- Explain how and why conflict the recession of 2008. developed between the Supreme Court and other branches of government over aspects of the New Deal. Meaning 6.1.12.A.10.b- Assess the effectiveness of UNDERSTANDINGS ESSENTIAL QUESTIONS governmental policies enacted during the New Students will understand that… • How do people respond differently in times Deal period (i.e., the FDIC, NLRB, and Social • The economic trends of the 1920s of crisis? Security) in protecting the welfare of individuals. helped cause the Great Depression. • What is the responsibility of government to 6.1.12.A.10.c- Evaluate the short- and long-term • Americans endured extreme hardship help people in need? impact of the expanded role of government on and suffering during the Great economic policy, capitalism, and society. Depression. 6.1.12.B.9.a- Determine how agricultural • The Great Depression has had lasting practices, overproduction, and the Dust Bowl effects on how Americans view intensified the worsening economic situation themselves government’s responsibility during the Great Depression. in the health and wealth of the people. 6.1.12.B.10.a- Assess the effectiveness of New • The New Deal was Franklin Roosevelt’s Deal programs designed to protect the response to the Great Depression and environment. the programs created the legacy of the 6.1.12.C.9.a- Explain how government can adjust welfare state that exists today. taxes, interest rates, and spending and use other policies to restore the country’s economic health. Acquisition 6.1.12.C.9.b- Explain how economic indicators Students will know… Students will be skilled at… (i.e., gross domestic product, the consumer • The contributing factors to the Great • Making inferences as to how the index, the national debt, and the trade deficit) Depression. economic trends of the 1920s helped are used to evaluate the health of the economy. cause the Great Depression. 6.1.12.C.9.c- Explain the interdependence of • The way in which American families various parts of a market economy. responded to the hardships and suffering • Interpreting primary source 6.1.12.C.9.d- Compare and contrast the causes during the Great Depression. photographs and firsthand accounts to and outcomes of the stock market crash in 1929 • How the Dust Bowl conditions in the Great understand the hardships and suffering and other periods of economic instability. Plains affected the entire country. of Americans. • Hoover’s response to the Great • Comparing how what happened to men,
6.1.12.C.10.a- Evaluate the effectiveness of Depression. women, children differed during the economic regulations and standards established • FDR’s response to the Great Depression, Great Depression. during this time period in combating the Great the criticisms of the plan, and the legacy it • Analyzing political cartoons on the Depression. left behind. Great Depression and the New Deal to 6.1.12.C.10.b- Compare and contrast the decipher the cartoonists’ message. economic ideologies of the two major political • Analyzing maps and charts of the stock parties regarding the role of government during market crash and the Dust Bowl. the New Deal and today • Critically reading FDR’s first fireside 6.1.12.D.9.a- Explore the global context of the chat on “The Banking Crisis” to Great Depression and the reasons for the determine the central idea, tone and worldwide economic collapse. style used. 6.1.12.D.9.b- Analyze the impact of the Great • Analyzing quotes like, “The only thing Depression on the American family, migratory we have to fear is fear itself” to groups, and ethnic and racial minorities. determine the meaning. 6.1.12.D.10.a-Analyze how other nations • Comparing and contrasting the responded to the Great Depression. response of President Hoover and 6.1.12.D.10.b- Compare and contrast the President Roosevelt during the Great leadership abilities of Franklin Delano Roosevelt Depression. and those of past and recent presidents. • Researching and analyzing different 6.1.12.D.10.c-Explain how key individuals, perspectives on the effectiveness of the including minorities and women (i.e., Eleanor New Deal. Roosevelt and Frances Perkins), shaped the core • Researching how the New Deal ideologies and policies of the New Deal impacted society and the legacy it left 6.1.12.D.10.d- Determine the extent to which behind. New Deal public works and arts programs impacted New Jersey and the nation.
Quarter 2- The Great Depression and the New Deal Experiment Stage 2 – Evidence- Grade 11 Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the NOTE: The assessment models provided in this document are suggestions for the following or similar rubric to evaluate teacher. If the teacher chooses to develop his/her own model, it must be of equal or students’ performance on lesson better quality and at the same or higher cognitive levels. assessments; 4 – Innovating: Student was able to apply PERFORMANCE TASK(S): knowledge learned during unit, worked Great Depression/New Deal Experiment: independently or collaboratively with group New Deal Trial Directions:
members, and showed effort. All steps of the Conduct a New Deal Trial on the charges listed below and evaluate to what degree the federal assignment demonstrated application, government has the responsibility to the overall welfare and economic health of the nation. innovation, and higher leveled thinking. o The New Deal gave false hope to millions during the Great Depression 3 – Applying: Student worked o It made the United States a poorer nation independently or collaboratively with group It created a dictatorship for President Roosevelt and granted him excessive power members and showed effort. All steps of the o • Students will be assigned the roles of attorney, witness, or jury assignment demonstrated student could apply new knowledge. • Witnesses for the Prosecution: 2 – Developing: Student was able to work o Herbert Hoover individually or collaboratively most of the o Businessman time, and showed some effort. The steps in o Charles Evan Hughes the assignment demonstrated student could Alfred Landon apply most of the knowledge learned o • Witnesses for the Defense: throughout unit. Franklin D. Roosevelt 1 – Beginning: Student was only able to o apply new knowledge learned during unit o CCC Youth with assistance. Student had difficulty o Tennessee Farmer working independently or collaboratively o Middle-Aged Woman aided by New Deal programs with others and did not work to best of ability.
Suggested Monitoring Scale: Use the OTHER EVIDENCE: following or similar scale to monitor or • Written Assessments on the “Great Depression and New Deal.” evaluate students’ daily learning and • Essay: The Great Depression plunged the nation into a profound crisis with staggering understanding of key concepts; personal and national costs. How did Americans attempt to lessen the impact of these 4 – I fully understand my learning and can circumstances? In your answer, discuss and compare the responses of individual Americans explain connections. I would be able explain and the federal government. it to someone else. • Essay: How did the shifting government policy contribute to both the boom of the 1920s 3 – I understand my learning and can make and the bust of 1929? In your answer, consider the role domestic and international policy some connections, but could use some played in these developments, including matters of taxation, tariffs, and international mnemonics. banking. 2 – I understand parts of my learning and • The students will imagine they are songwriters from the Great Depression. They will create need help making connections. original song/rap lyrics about hardships of Great Depression from the following perspectives: 1 – I do not understand my learning and cannot make connections, please help. o Herbert Hoover o Business Owner
o Farmer o Shantytown Dweller o Bonus Army Marcher o Etc. • Debate: Was the New Deal the Third American Revolution? Or was it a continuation of what had come before? o What aspects of the New Deal were really new, and what elements drew on reforms initiated by Populists and Progressives? o How might the United States have been different if Roosevelt’s efforts to enact New Deal legislation had been foiled by conservatives and business interests? o Would Republicans have been able to continue the status quo? Or would the United Sates have moved in other more radical directions?
Quarter 2- The Great Depression and the New Deal Experiment Stage 3 – Learning Plan- Grade 11 Summary of Key Learning Events and Instruction Listed are several suggestions of key learning events. • Pre-assess: Complete K-W-L-A chart to assess students’ prior knowledge and identify further student-identified goals for the unit. • Pre-assess: Have students complete a level of understanding scale before the start of the unit. • Take notes on a PowerPoint/lecture presentation. • Read and take notes on various sections of the textbook. • Create a graph showing the rise and decline of the stock market over the current week to understand how stock values change over time and how stock owners react to the changing stock values. • Examine the lyrics of the song, “Brother, Can you Spare a Dime?” Create original song/rap about hardships of Great Depression. • Analyze the cycle of business/bank failures and unemployment and write a dialogue between a small business owner, bank teller, and worker experiencing the effects of this cycle. • Study the political cartoon, “A Wise Economist Asks a Question” and decipher the cartoonists’ message. • Read letters from “Tales from the Rails” http://www.pbs.org/wgbh/amex/rails/sfeature/tales.html and recreate the scenes in a skit. • Read passages from The Grapes of Wrath to gain understanding of one family’s experience during the Great Depression and compare the family to people in depressive economic conditions today. • Create a venn diagram depicting the hardships suffered in the rural areas, urban areas, and those shared. • Examine a map of the “Unemployment and Major Migration Routes from 1934.” • View photographs from the Great Depression using the following websites, http://memory.loc.gov/ammem/fsowhome.html • http://www.livinghistoryfarm.org/farminginthe30s/water_14.html specifically Dorothea Lange’s “Migrant Mother.” In groups, create a story or thematic essay to accompany each photo.
• View Clip from film Cinderella Man to demonstrate the effects on a family living in the suburbs of New Jersey. • In a small group configuration students will write and perform skits on the following topics: o Causes of the Great Depression o Bank and Business Failures o Effects in Cities o Effects in Rural Areas o Psychological Effects o Hoover’s Philosophy o Attack on Bonus Army • Create a diagram for Trickle-Down Economics to understand the theory behind the Reconstruction Finance Corporation and evaluate the degree of its success. • Write several letters to the editor expressing more than one point of view about the Bonus Army’s march on Washington in 1932. • Complete Roosevelt Webhunt using the following website http://www.kn.att.com/wired/fil/pages/huntroosevelja.html and create historical head that identifies the major characteristics of FDR’s life and presidency. • Create an illustrated time line of the first 100 days. Select one agency and create a classified ad or advertisement on the program it created. • Read FDR’s first fireside chat on “The Banking Crisis” and identify the tone and style used. • Complete a chart that identifies each New Deal program, the problem that the program tried to solve, how it attempted to solve it, and evaluate its degree of success. • Classify each New Deal program as “relief,” “recovery,” or “reform.” • Write a fireside chat for broadcast on the radio explaining one of the New Deal programs. • Write an attack on the New Deal for broadcast on the radio as one of the New Deal critics. (Huey Long, Father Coughlin) • Analyze the following quote, “The only thing we have to fear is fear itself.” Produce examples to support this statement. • Analyze the following cartoons and determine the various viewpoints of the FDR and the New Deal. o “What a Man!” o “Step by Step” o “He Just Ain’t Fast Enough” o “His First Job”
Quarter 2- The United States and the Second World War Stage 1 Desired Results- Grade 11 ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… 6.1.12.A.11.a- Evaluate the effectiveness of • Compare the attack on Pearl Harbor on December 7, 1941 and the terrorist attacks of international agreements following World War I September 11, 2001, including the detention of Japanese-Americans and suspected in preventing international disputes during the terrorists. 1920s and 1930s. 6.1.12.A.11.b- Compare and contrast different Meaning perspectives about how the United States should UNDERSTANDINGS ESSENTIAL QUESTIONS respond to aggressive policies and actions taken by other nations at this time. Students will understand that… • Why is appeasement considered to be a 6.1.12.A.11.c- Determine if American policies • Allied forces, led by the United States shameful policy? regarding Japanese internment and actions and Great Britain, battled Axis powers • How can neutral countries participate in the against other minority groups were a denial of for control of Europe and North Africa. affairs of warring countries? civil rights. • During World War II, the United States • To what extent should World War II be 6.1.12.A.11.d- Analyze the decision to use the assumed a leading role in world affairs considered the “good war?” atomic bomb and the consequences of doing so. that continue today. 6.1.12.A.11.e- Assess the responses of the United • What sacrifices would you and your family States and other nations to the violation of be willing to make in times of war? human rights that occurred during the Holocaust and other genocides. 6.1.12.B.11.a- Explain the role that geography Acquisition played in the development of military strategies Students will know… Students will be skilled at… and weaponry in World War II. • The failures of the WWI Peace • Analyzing Appeasement and Isolationism 6.1.12.C.11.a- Apply opportunity cost and trade- Settlement. Political Cartoons to understand these two offs to evaluate the shift in economic resources • Examples of Axis Aggression in Europe, policies. from the production of domestic to military North Africa, and the Pacific. • Analyzing wartime propaganda to indentify goods during World War II, and analyze the • The factors that led to the outbreak of the strategies used and the purpose. impact of the post-war shift back to domestic WWII. • Understanding points of view on topics like production. • The different perspectives on American the Atomic Bomb and Japanese Internment. 6.1.12.C.11.b- Relate new wartime inventions to involvement in the war. • Researching topics on World War II to scientific and technological advancements in the • That the attack on Pearl Harbor led to include in portfolio project. civilian world. American entry into the war. • Critically reading FDR’s Declaration of War 6.1.12.D.11.a- Analyze the roles of various • How the U.S. mobilized for defense. and Executive Order 9066. alliances among nations and their leaders in the • The major Battles and the military • Explaining how geography impacts military conduct and outcomes of the World War II. strategy in the War for Europe and strategy. 6.1.12.D.11.b- Evaluate the role of New Jersey North Africa. • Debating the use of the atomic bomb.
(i.e., defense industries, Seabrook Farms, • America’s role in the liberation of Death military installations, and Battleship New Jersey) Camps and the Nuremberg Trials. and prominent New Jersey citizens (i.e., Albert • The major battles and the military Einstein) in World War II. strategy in the War in the Pacific. 6.1.12.D.11.c- Explain why women, African • The reasons the U.S. dropped the atomic Americans, Native Americans, Asian Americans, bombs on Hiroshima and Nagasaki. and other minority groups often expressed a • The aftermath of the dropping of the strong sense of nationalism despite the bombs. discrimination they experienced in the military • About Japanese Internment. and workforce. • The role of minorities on the home 6.1.12.D.11.d- Compare the varying perspectives front. 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. Quarter 2- The United States and the Second World War Stage 2 – Evidence- Grade 11 Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the NOTE: The assessment models provided in this document are suggestions for the following or similar rubric to evaluate teacher. If the teacher chooses to develop his/her own model, it must be of equal or students’ performance on lesson better quality and at the same or higher cognitive levels. assessments; 4 – Innovating: Student was able to apply SUGGESTED PERFORMANCE TASK(S): knowledge learned during unit, worked The United States and the Second World War independently or collaboratively with group WWII Portfolio members, and showed effort. All steps of the Directions: assignment demonstrated application, Create a World War II portfolio that covers each of the topics listed below. Students will choose an innovation, and higher leveled thinking. assignment from choice A or choice B. 3 – Applying: Student worked independently or collaboratively with group Topics: Choice A: Choice B: members and showed effort. All steps of the US Involvement in the war Dialog/Conversation Political cartoon for or assignment demonstrated student could against US involvement apply new knowledge. Pearl Harbor Newspaper Article Speech delivered by FDR 2 – Developing: Student was able to work
individually or collaboratively most of the Japanese Internment Play Memoir time, and showed some effort. The steps in Home Front Song Scrapbook the assignment demonstrated student could European Battles Battle Map and description European Battle Diary apply most of the knowledge learned throughout unit. of each battle Entry 1 – Beginning: Student was only able to Pacific Battles Battle Map and description Pacific Prisoner of War apply new knowledge learned during unit of each battle Diary with assistance. Student had difficulty Holocaust Liberation Memoir News release working independently or collaboratively with others and did not work to best of • Speeches, songs, and news releases may be typed or recorded. ability. • Scrapbook may be a hard copy or electronic.
Suggested Monitoring Scale: Use the OTHER EVIDENCE: following or similar scale to monitor or • Written Assessments on “World War II.” evaluate students’ daily learning and • World War II is often described by historians as a “good war” or a “necessary war.” In small understanding of key concepts; group configurations, students should examine different aspects of World War II such as: 4 – I fully understand my learning and can United States motivations for entering the war and the processes through which it became explain connections. I would be able explain involved; the conduct of the war by the American military and its impact on those who fought; the war’s impact on the lives of American civilians; or the war’s effects on the United it to someone else. States government’s role at home and in the world at large. Using their findings, students 3 – I understand my learning and can make should evaluate the assessment of World War II as a “good or necessary war” in the format some connections, but could use some of a Multimedia oral presentation. mnemonics. • Debate Truman’s decision to use the atomic bomb to end World War II. 2 – I understand parts of my learning and need help making connections. • Write an obituary for President Roosevelt that either outlines all of his lifetime accomplishments and/or failures. 1 – I do not understand my learning and cannot make connections, please help.
Quarter 2- The United States and the Second World War Stage 3 – Learning Plan- Grade 11 Summary of Key Learning Events and Instruction Listed are several suggestions of key learning events. • Pre-assess: Have students complete a level of understanding scale before the start of the unit. • Take notes on a PowerPoint/lecture presentation. • Read and take notes on various sections of the textbook. • Analyze Dr. Seuss political cartoons using the following website http://orpheus.ucsd.edu/speccoll/dspolitic/ to decipher the cartoonists’ message.
• Imagine you are President Roosevelt. Make a radio speech for the American people explaining why you support the Lend-Lease Bill. • Listen to the song, “Remember Pearl Harbor” and explain the purpose. • Listen to the “Day of Infamy Speech” and write responses to the speech as a draft age male, a WWI veteran, a newlywed female, and a Japanese- American. • Read Executive Order 9066. Evaluate its legality based on the U.S. Constitution. • View documentary “Unfinished Business.” Complete activities on Korematsu v. U.S. at http://www.landmarkcases.org/korematsu/home.html • Compare the internment of Japanese Americans and the Guantanamo Bay Detention cases and evaluate the current policy of the Department of Homeland Security. • Analyze Frank Capra’s Prelude to War as wartime propaganda. • View home-front propaganda posters and conduct a poster analysis using the following websites: http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_home.html http://www.library.northwestern.edu/govinfo/collections/wwii-posters/ • Listen to the song “Rosie the Riveter.” View two images of the icon, and analyze editorial cartoons on women in the workplace. Hold a class discussion on the changing face of women during World War II. • Plot the major battles in Europe. Identify the Allied advances and explain how Germany’s location was a disadvantage. • Review D-Day Map and photographs. Create a D-Day Chronology. • Class Discussion of Band of Brothers Episodes 1 & 2. • Build a model of a World War II weapon, tank, airplane, or bomb. Evaluate this new technology’s effectiveness by giving examples of its use in battle. • Draw a political cartoon that demonstrates the goals of the “Big Three” at the Yalta Conference. • View Flags of our Fathers and Letters from Iwo Jima. Discuss the varying perspectives of the Battle of Iwo Jima. • Trace the island-hopping campaign of MacArthur and Nimitz in the Pacific. Evaluate the strategies. • Read Hiroshima no Pika. Imagine to be one of the crew on the Enola Gay. Write a letter to the family in the story either explaining why or apologizing for your act.
Quarter 2- Cold War Politics in the Truman Years Stage 1 Desired Results- Grade 11 ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… 6.1.12.C.13.b- Evaluate the effectiveness of • Discuss the United Nations efforts today and the criticism that the organization has economic policies that sought to combat post- received. World War II inflation. 6.1.12.C.13.d- Relate American economic • Identify countries that are communist today and evaluate their political and economic expansion after World War II to increased stabiity. consumer demand. 6.1.12.A.12.a- Analyze ideological differences and other factors that contributed to the Cold Meaning War and to United States involvement in UNDERSTANDINGS ESSENTIAL QUESTIONS conflicts intended to contain communism, Students will understand that… • Do Americans with communist or radical including the Korean War. • The United States and the Soviet Union beliefs pose a threat to the nation? 6.1.12.A.12.b- Examine constitutional issues emerged from World War II as two • Should citizens speak out to preserve the involving war powers, as they relate to United “superpowers” with vastly different. rights of others? States military intervention in the Korean War political and economic systems. and other conflicts. • Should the United States be responsible for • The differences between the United 6.1.12.A.12.c- Explain how the Arab-Israeli exporting freedom? States and the Soviet Union led to a Cold conflict influenced American foreign policy. War that lasted almost to the 21st 6.1.12.B.12.a- Evaluate the effectiveness of the century. Marshall Plan and regional alliances in the rebuilding of European nations in the post • The Cold War also affected U.S. policies World War II period. in Cuba, Central America, Southeast 6.1.12.D.12.a- Analyze the impact of American Asia, and the Middle East. governmental policies on independence • The fear of communism at home led to a movements in Africa, Asia, the Caribbean, and “witch hunt” for communists that the Middle East. violated many civil liberties. 6.1.12.D.12.b- Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties. Acquisition Students will know… Students will be skilled at… • The Origins of the Cold War. • Describing the effects of the shift to a • The Cold War Policies of Containment peacetime economy. and the domino theory. • Explaining the shift from a • The Truman Doctrine and the Marshall manufacturing economy to a service Plan. economy.
• The six-pronged defense strategy. • Analyzing the Marshall Plan graph. • How China becomes Communist. • Analyzing cartoons on McCarthyism. • Truman’s stance on the creation of • Understanding the different points of view Israel. on the threat of communism at home. • The shift to a peacetime economy • Researching the Rosenberg Trail and write caused many problems. an editorial. • The impact the G.I. Bill of Rights had on • Labeling and examining maps on the Cold returning veterans. War Division of Europe and the Korean War. • Harry Truman continued the policies of FDR with his Fair Deal. • How Blacks and Mexican Americans push for Civil Rights. • The methods of eliminated the communist threat at home. • The Structure and Role of the United Nations. • The Containment Policy prompted the U.S. to intervene in Korea. • Republicans gained a victory with the Election of Eisenhower in 1952.
Quarter 2- Cold War Politics in the Truman Years Stage 2 – Evidence- Grade 11 Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the NOTE: The assessment models provided in this document are suggestions for the following or similar rubric to evaluate teacher. If the teacher chooses to develop his/her own model, it must be of equal or students’ performance on lesson better quality and at the same or higher cognitive levels. assessments; 4 – Innovating: Student was able to apply PERFORMANCE TASK(S): knowledge learned during unit, worked Cold War Politics in the Truman Years independently or collaboratively with group Document Based Essay: members, and showed effort. All steps of the Directions: assignment demonstrated application, Write an essay using the following prompt and documents: innovation, and higher leveled thinking. Prompt: 3 – Applying: Student worked • Analyze developments from 1941 to 1949 that increased suspicion and tension between the independently or collaboratively with group United States and the Soviet Union. members and showed effort. All steps of the
assignment demonstrated student could Documents: apply new knowledge. • A) Senator Harry S. Truman to a newspaper reporter, June 1941 2 – Developing: Student was able to work • B) The United States ambassador to the Soviet Union to Secretary of State Cordell Hull, individually or collaboratively most of the August 10, 1943 time, and showed some effort. The steps in the assignment demonstrated student could • C) Joseph Stalin, February 6, 1945 apply most of the knowledge learned • D) George Kennan, State Department official, September 1946 throughout unit. • E) V.M. Molotov, Soviet foreign minister, “The Task of Our Time: Unite Against the 1 – Beginning: Student was only able to Enslavement of the People, “ broadcast to the Russian people, November 6, 1947 apply new knowledge learned during unit • F) The New York Times, February 25, 1948 with assistance. Student had difficulty • G) David Low cartoon in the London Evening Standard, March 1948 working independently or collaboratively • H) Gallup Polls conducted in the United States with others and did not work to best of ability.
Suggested Monitoring Scale: Use the OTHER EVIDENCE: following or similar scale to monitor or • Written assessments on “Cold War Politics in the Truman Years.” evaluate students’ daily learning and • Imagine that you are President Truman. Write a speech outlining your plans for returning understanding of key concepts; the country to peacetime life. Include plans for the returning soldiers, the end of rations, 4 – I fully understand my learning and can and the return of business to a peacetime economy. explain connections. I would be able explain • Imagine you are a G.I. returning from World War II. Write an entry in your diary describing your reactions to your first day home. it to someone else. • Make a strike poster with a slogan and reasons for striking for one of the post-war 3 – I understand my learning and can make industries. some connections, but could use some Steelworkers, Coal Miners, and Railroad Workers mnemonics. o • Debate Truman’s decision to fire General MacArthur. 2 – I understand parts of my learning and need help making connections. • Make a special supplement for a newspaper covering the entire trial of Ethel and Julius 1 – I do not understand my learning and Rosenberg. Write an editorial or letters to the editor. cannot make connections, please help. • Create a political cartoon with a caption or write a short story about McCarthyism and the impact of the Communist threat. • In a small group configuration will host a 1950’s Dinner Party. Each group member will be one of the personalities listed below. Each student should research their role prior to the “dinner party” and type a one page description of their perspective. Each group of dinner party guests will discuss the threat of communism in the United States. After the dinner party the students must recap the discussion to a friend that did not attend the party, via email (or a letter.)
o Member of the House Un-American Activities Committee o A former Communist o Someone who testified during the HUAC hearings o Someone who didn’t testify during the HUAC hearings o Joseph McCarthy o Edward R. Murrow
Quarter 2- Cold War Politics in the Truman Years Stage 3 – Learning Plan- Grade 11 Summary of Key Learning Events and Instruction Listed are several suggestions of key learning events. • Pre-assess: Have students complete a level of understanding scale before the start of the unit. • Take notes on a PowerPoint/lecture presentation. • Red Dot Simulation”- Anticipatory Set o This purpose of this activity is to simulate fear and suspicion within the class and for students to base judgments of people out of fear not reason. o Students pick a small piece of paper from a plastic bag. Some of the pieces of paper have a red dot on them while most of the pieces are blank. Students are not to reveal what is on their piece of paper to anyone else. o The object of the “game” is for the students to create the largest group possible without any red dots. They may question each other as they form groups. The largest group without a member with a red dot wins. Any person who holds a red dot and has infiltrated a group wins. • Analyze McCarthyism political cartoons using the following website, http://www.loc.gov/rr/print/swann/herblock/fire.html • Create a poster showing the structure of the United Nations and then predict future problems the structure may cause. • Analyze the Marshall Plan graph and hypothesize why Stalin refused aid for the Soviet Union and its satellite nations. • View scenes from Guilty by Suspicion to gain an understanding of the tactics of the House Un-American Activities Committee and the Hollywood blacklist. • Trace the movements of the Korean War on a map.
Quarter 3- Politics in the Culture of Abundance Stage 1 Desired Results- Grade 11 ESTABLISHED GOALS Transfer 6.1.12.B.13.a- Determine the factors that Students will be able to independently use their learning to… led to migration from American cities to • Explore the types of movies that American studios make for the teenage market today and compare suburbs in the 1950s and 1960s, and how these movies differ from those of the 1950s. describe how this movement impacted • Compare how the reactions to current music resemble the early responses to rock-and roll. cities. • Examine school segregation today to see if schools have become more or less segregated. 6.1.12.C.13.d- Relate American economic expansion after World War II Meaning to increased consumer demand. UNDERSTANDINGS ESSENTIAL QUESTIONS 6.1.12.D.13.d- Determine the extent to Students will understand that… • What is the American Dream? which suburban living and television • The sustained growth of the 1950s fostered • How does the pressure to conform affect the supported conformity and stereotyping a widespread sense of optimism about the American dream? during this time period, while new nation’s future. • How does advertising promote certain music, art, and literature acted as • New technological advances impacted lifestyles and ideals? catalysts for the counterculture American cultural life. • Are all Americans entitled to the same civil movement. • The “American Dream” a notion that was rights? 6.1.12.D.13.f- Relate the changing role of largely shaped by the 1950s, is still pursued • What actions would you be willing to take women in the labor force to changes in today. for a cause you strongly believe in? family structure. • Many suburban housewives felt bored and 6.1.12.A.12.c- Explain how the Arab- dissatisfied with their lives as just wife, Israeli conflict influenced American mother, and homemaker. foreign policy. • Americans are constantly moving, leading to 6.1.12.C.12.a- Explain the implications the rise and fall of populations in cities, and outcomes of the Space Race from states, and regions. the perspectives of the scientific • Not all Americans shared in the nation’s community, the government, and the more prosperous times. people. 6.1.12.D.12.a- Analyze the impact of • The Cold War affected U.S. policies in Cuba, American governmental policies on Central America, Southeast Asia, and the independence movements in Africa, Middle East. Asia, the Caribbean, and the Middle East. • The Civil Rights Movement, a broad and 6.1.12.D.12.c- Evaluate how the diverse effort to attain racial equality, development of nuclear weapons by compelled the nation to live up to its ideal industrialized countries and developing that all are created equal. counties affected international relations. Acquisition 6.1.12.A.13.a-Analyze the effectiveness Students will know… Students will be skilled at…
of the New Jersey Constitution of 1947, • Republicans gained a victory with the • Analyzing 1950s Advertisements. New Jersey Supreme Court decisions Election of Eisenhower in 1952. • Understanding the points of view on (i.e., Hedgepeth and Williams v. Trenton • How the television, franchises, and women’s roles. Board of Education), and New Jersey’s suburban living contributed to conformity • Researching 1950s culture, including food, Law Against Discrimination (i.e., P.L. and stereotyping. music, clothing etc. 1945, c.169) in eliminating segregation • How television reflected and reinforced the • Debating the impact of television on our and discrimination. ideal of the nuclear family with the mother society. 6.1.12.C.13.a-Explain how individuals as a housewife and children at the center of • Describing the effects of the shift to a and organizations used economic the family. peacetime economy. measures (e.g., the Montgomery Bus • Women were dissatisfied with just being a • Explaining the shift from a manufacturing Boycott, sit downs, etc.) as weapons in housewife and many women began working economy to a service economy. the struggle for civil and human rights. outside the home. • Critically reading the different viewpoints 6.1.12.D.13.a-Determine the impetus for • How the baby boom affected social and on the U-2 incident. the Civil Rights Movement, and explain economic forces in the postwar period. • Comparing and contrasting civil rights why national governmental actions • Suburban living made owning a car a leaders, organizations, and their tactics. were needed to ensure civil rights for necessity and interstate highways were • Analyzing primary source photographs of African Americans. created. sit-ins, marches, and boycotts to determine • Consumerism came to be equated with the struggle to seek equality. success. • How the beat movement and rock ‘n’ roll music clashed with middle class values. • That not all Americans shared in the prosperity of the 1950s and the white migration to suburbs created an urban crisis. • The types of covert actions implemented by the Central Intelligence Agency around the world. • The American foreign policy in the Middle East. • How the U.S. and U.S.S.R competed in the arms race and space race. • How the U-2 Incident exacerbated the relationship between the U.S and U.S.S.R. • Why African Americans began to demand equality. • How individuals used the Supreme Court and economic measures such as sit-ins and boycotts to gain civil rights.
• How the Brown decision lead to conflict between federal and state governments. • How segregation affected education. Quarter 3- Politics in the Culture of Abundance Stage 2 – Evidence- Grade 11 Evaluative Criteria Assessment Evidence Suggested Performance Rubric: NOTE: The assessment models provided in this document are suggestions for the teacher. If Use the following or similar rubric to the teacher chooses to develop his/her own model, it must be of equal or better quality and evaluate students’ performance on at the same or higher cognitive levels. lesson assessments; 4 – Innovating: Student was able to PERFORMANCE TASK(S): apply knowledge learned during Politics in the Culture of Abundance unit, worked independently or 1950s Facebook Project collaboratively with group Directions: members, and showed effort. All The purpose of the project is for each student to create a Facebook page as if they were living in the 1950s. steps of the assignment They will include posts, activities, interests etc. from this era. demonstrated application, innovation, and higher leveled Guidelines: thinking. 3 – Applying: Student worked . Student’s Name independently or collaboratively . 1 Profile Picture with group members and showed effort. All steps of the assignment Information Corner/Basic Information demonstrated student could apply . Network new knowledge. . Birthday . Political Affiliation Student was able to 2 – Developing: . Hometown work individually or collaboratively most of the time, and showed some Friends Corner: effort. The steps in the assignment . 6 pictures of people that lived in the 1950s (Famous Friends) demonstrated student could apply most of the knowledge learned The Wall throughout unit. . Write 6 significant facts on The Wall. These facts need to highlight important events from the 1 – Beginning: Student was only 1950s, both political and cultural. Each comment must be about a separate event and include the able to apply new knowledge date. The comment can be from the student or from one of their famous friends. learned during unit with assistance. Personal Information: (At least 3 of each)
Student had difficulty working . Activities independently or collaboratively . Interests with others and did not work to best . Favorite Music of ability. . Favorite Movies . Favorite TV Shows . Favorite Books
Contact Information: . Address: . Phone Number: . Email address
. Photos: (5) . Albums: (2)
The photos should be of 1950s people, fads, events, etc.
Suggested Monitoring Scale: Use OTHER EVIDENCE: the following or similar scale to • Written assessments on “Politics in the Culture of Abundance” monitor or evaluate students’ daily • Write a brief speech on the growing influence television is having on children in the 1950s from one learning and understanding of key of the two perspectives: praising television’s influence and potential for good or denouncing the concepts; new medium for its negative impact. • Write an introduction that Ed Sullivan might have used to introduce Elvis Presley for the first time. 4 – I fully understand my learning and can explain connections. I would • Prepare a magazine ad for a consumer product of the 1950s. be able explain it to someone else. • Write a short story or a play describing teenage interests and activities during the fifties. 3 – I understand my learning and • Prepare a radio broadcast announcing the launching of Sputnik and the Russian lead in the space can make some connections, but race could use some mnemonics. • Thematic Essay: 2 – I understand parts of my o Eisenhower was the first Republican president since the New Deal that had transformed learning and need help making the federal government. How did his “modern Republicanism” address Roosevelt’s legacy? connections. How did the shape and character of government change, or not, during Eisenhower’s 1 – I do not understand my learning administration? and cannot make connections, • Research Paper: please help. o In the decade following World War II, economic prosperity fueled suburbanization and the emergence of new cultural norms linking consumer goods with personal fulfillment. o The students are to research the impact of consumer culture on everyday life in the 1940s and 1950s, focusing particularly on the ways that the new emphasis on prosperity and
consumption affected Americans of different races and classes. • Write a one-page journal entry, speaking as James Meredith, Elizabeth Eckford, or Ruby Bridges, describing what happened when they tried to integrate their schools. • Write two editorials, one for the integration of the school and one against the integration to appear in the Central High School newspaper.
Quarter 3- Politics in the Culture of Abundance Stage 3 – Learning Plan- Grade 11 Summary of Key Learning Events and Instruction Listed are several suggestions of key learning events. • Pre-assess: Have students complete a level of understanding scale before the start of the unit. • Take notes on a PowerPoint/lecture presentation. • Read and take notes on various sections of the textbook. • View video clips from David Halberstam, The Fifties, six volumes to understand life in the 1950s. • Complete a 1950s culture webhunt using the following website, http://www.kn.att.com/wired/fil/pages/hunt1950scums.html • to identify characteristics of the decade. • Station activity on 1950s Culture: Music, TV shows, Music, Franchise, Games, and Fads • Examine 1950s advertisements using the following website, http://www.adflip.com/view_decade.php?adDecade=50%27s&thumb=hdr_50s.gif&featuredJpg=11280.jpg&x=42&y=26 and describe how advertisers sought to increase sales of consumer goods. • Read “A Good Wife’s Guide” 1955 Housekeeping Monthly and discuss the expectations of a women in the 1950s. Then discuss the expectations of a woman today and make a current guide for a woman and man. • View Pleasantville to understand the culture and values of the 1950s. • Read Dr. Seuss’s The Butter Batter Book and make a list of aspects of the book that represent actual Cold War events. Identify the message the book tries to convey. • Read Eisenhower’s reaction to the U-2 incident and create a list of questions to ask him during a press conference. • Listen to Bob Dylan’s “The Death of Emmett Till” to understand what motivated Civil Rights activists. • Watch a video clip from David Halberstam, The Fifties, “The Rage Within” and complete a dialectical journal. • Divide students into two groups and discriminate against one group and show favoritism to the other. The students will then write a journal response on how it made them feel. • Create a journal or diary that records your experiences in the Montgomery bus boycott and chronicles the progression of the boycott.
• Examine Norman Rockwell’s The Problem We All Live With and read Robert Coles, “The Story of Ruby Bridges” • Read Background information on Brown v Board of Education and complete activities from http://www.landmarkcases.org/brown/home.html • Imagine that they are lawyers for either Mr. Brown or the Topeka Board of Education. Write a final argument for the Supreme Court.
Quarter 3- New Frontier and Great Society Stage 1 Desired Results- Grade 11 ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… 6.1.12.A.12.a- Analyze ideological differences • Discuss and debate “Obamacare.” and other factors that contributed to the Cold • Explore the debate surrounding affirmative action and how it may affect the student’s lives War and to United States involvement in today. conflicts intended to contain communism, • Examine school segregation today to see if schools have become more or less segregated. including the Cuban Missile Crisis. • Analyze groups that still seek equal rights in America. 6.1.12.A.13.b- Analyze the effectiveness of national legislation, policies, and Supreme Court decisions in promoting civil liberties and equal Meaning opportunities. UNDERSTANDINGS ESSENTIAL QUESTIONS 6.1.12.A.13.c- Determine the extent to which Students will understand that… changes in national policy after 1965 impacted • What are the qualities of an effective leader? immigration to New Jersey and the United • The Kennedy administration faced some • How far should government go to try to States. of the most dangerous Soviet right social wrongs? confrontations in American history. 6.1.12.B.13.b-Evaluate the effectiveness of • Are all Americans entitled to the same civil environmental movements and their influence • America’s response to Soviet threats rights? on public attitudes and environmental developed the United States as a • What are the risks of demanding rights? protection laws. military superpower. • Why might some people fight against equal 6.1.12.C.12.a- Explain the implications and • Many of the programs of the Great outcomes of the Space Race from the Society are still around today and are rights? perspectives of the scientific community, the hotly debated by conservatives. government, and the people. 6.1.12.C.13.c- Determine the effectiveness of • Reforms made in the 1960s have had a social legislation that was enacted to end lasting effect on the American justice system by increasing the rights of poverty in the 1960s and today. 6.1.12.D.12.c- Evaluate how the development of minorities. nuclear weapons by industrialized countries and • The Civil Rights Movement, a broad and developing counties affected international diverse effort to attain racial equality, relations. compelled the nation to live up to its 6.1.12.D.13.e- Explain why the Peace Corps was ideal that all are created equal. created and how its role has evolved over time. • The Civil Rights Movement changed 6.1.12.A.13.b-Analyze the effectiveness of race relations in the United States national legislation, policies, and Supreme Court forever. decisions (i.e., the Civil Rights Act, the Voting • Ordinary men and women can perform Rights Act, the Equal Rights Amendment, Title extraordinary acts of courage and sacrifice to achieve social justice.
VII, Title IX, Affirmative Action, and Brown v. • Leaders respond to and resolve conflicts Board of Education) in promoting civil liberties in a variety of ways. and equal opportunities. • Radical and violent methods may 6.1.12.C.13.a-Explain how individuals and achieve success yet they might also organizations used economic measures (e.g., the leave a bitter legacy. Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights. Acquisition 6.1.12.D.13.a-Determine the impetus for the Civil Students will know… Students will be skilled at… Rights Movement, and explain why national • The Election of 1960 and First Televised • Critically reading JFK’s Inaugural governmental actions were needed to ensure Debate. address. civil rights for African Americans. • Kennedy’s policy of flexible response. • Evaluating the options in handling the 6.1.12.D.13.b-Compare and contrast the • The Construction of the Berlin Wall. Cuban Missile Crisis. leadership and ideology of Martin Luther King, • The failed Bay of Pigs Invasion. • Researching the Kennedy Jr., and Malcolm X during the Civil Rights • The Cuban Missile Crisis. Assassination. Movement, and evaluate their legacies. • Kennedy and his domestic policy “The • Understanding the points of view on
New Frontier.” the Warren Court. • The Race to the Moon. • Analyzing the 1964 campaign • Key Civil Rights Movement events such commercials to understand the different as Freedom Rides, the Birmingham philosophies of the candidates. marches, the March on Washington, and • Comparing and contrasting civil rights Freedom Summer. leaders, organizations, and their tactics. • Legislation that was passed in support • Analyzing primary source photographs of civil rights. of Freedom rides, marches, and • The major leaders, organizations, and Freedom summer to determine the tactics of the civil rights movement. struggle to seek equality. • The Kennedy Assassination and Warren • Critically reading Read Martin Luther Commission. King Jr’s “Letter from a Birmingham • Johnson and the Great Society Jail.” Programs. • Critically reading Martin Luther King • The issues of the Election of 1964. Jr.’s “I Have a Dream” speech and • The Warren Court Cases and their making inferences about his hopes for significance. the future. • The Impact of the Great Society. • Interpreting Civil Rights political • How Martin Luther King Jr. died. cartoons such as “By Th’ Way, What’s That Big Word?” • What Black power represented and what led to urban riots.
• How affirmative action tried to right the
wrongs of the past and the current controversy that has created.
Quarter 3- New Frontier and Great Society Stage 2 – Evidence- Grade 11 Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the NOTE: The assessment models provided in this document are suggestions for the following or similar rubric to evaluate teacher. If the teacher chooses to develop his/her own model, it must be of equal or students’ performance on lesson better quality and at the same or higher cognitive levels. assessments; 4 – Innovating: Student was able to apply PERFORMANCE TASK(S): knowledge learned during unit, worked New Frontier and Great Society independently or collaboratively with group Civil Rights Movement Children’s Book members, and showed effort. All steps of the Directions: Create an illustrated children’s storybook about the Civil Rights Movement. Stories should be assignment demonstrated application, appropriate for children ages 5-12. innovation, and higher leveled thinking. 3 – Applying: Student worked independently or collaboratively with group Topics/People to be included: (Choose 4) members and showed effort. All steps of the o Brown v. Board of Education of Topeka assignment demonstrated student could o Little Rock Nine apply new knowledge. o Ruby Bridges 2 – Developing: Student was able to work o James Meredith/Intergration of Ole Miss individually or collaboratively most of the o Emmitt Till time, and showed some effort. The steps in o Rosa Parks/Montgomery Bus Boycott Sit-ins at Woolworths and other areas the assignment demonstrated student could o o Martin Luther King Jr. apply most of the knowledge learned Freedom Riders throughout unit. o o Marches and police action in Birmingham, Alabama 1 – Beginning: Student was only able to o Church bombings in Alabama apply new knowledge learned during unit o March on Washington with assistance. Student had difficulty o Civil Rights Act of 1964 working independently or collaboratively o Selma to Montgomery march with others and did not work to best of o Voting Rights Act 1965 ability. o Freedom Summer
o Civil Rights Act of 1968 o Stokely Carmichael/Black Power o Black Panthers o Malcolm X o Nation of Islam o Urban Riots
Requirements: o Bound together o Creative title and colored illustrations on front cover o Topics are fully explained thoughout the story and are historically accurate o Story is authentic and written for the appropriate age group o Illustrations on every page o Correct spelling and grammar
Suggested Monitoring Scale: Use the OTHER EVIDENCE: following or similar scale to monitor or • Written Assessments on “The New Frontier and Great Society.” evaluate students’ daily learning and • Write a research report on “Who Killed Kennedy?” that investigates the assassination theories. understanding of key concepts; • Outline provisions for a Great Society-inspired program that addresses a problem today, such as 4 – I fully understand my learning and can poverty, education, health care. explain connections. I would be able explain • Essay: Discuss the struggles African Americans had to endure in order to receive equality during it to someone else. the Civil Rights Movement, the accomplishments of the movement, and the new problems that 3 – I understand my learning and can make were created in addressing the needs to rectify past discrimination. some connections, but could use some • Socratic Seminar on Affirmative Action. mnemonics.
2 – I understand parts of my learning and need help making connections. 1 – I do not understand my learning and cannot make connections, please help.
Quarter 3- New Frontier and Great Society Stage 3 – Learning Plan- Grade 11 Summary of Key Learning Events and Instruction Listed are several suggestions of key learning events. • Pre-assess: Have students complete a level of understanding scale before the start of the unit.
• Take notes on a PowerPoint/lecture presentation. • Read and take notes on various sections of the textbook. • View the 1st Kennedy-Nixon debate and discuss the significance of televised debates. • Read and identify 5 promises made by JFK in his Inaugural Address. Predict if they will be fulfilled. • View clips from Thirteen Days then explain what you would have done to advise President Kennedy. • Compare and decide between three options for handling the Cuban Missile Crisis. • Draw a visual comparing the policies of containment, brinkmanship, and flexible response. • Analyze the following quote on the Berlin Wall: It is a “surrealist cage in which those inside are free.” Discuss the irony of this statement. • Create a timeline of space exploration. Explain why space is referred to as the “new frontier.” • Make a chart about the Kennedy administration. Include columns for accomplishments, failures, and unfinished business. • View Volume 1 of the documentary The Men who Killed Kennedy to describe the perspective of the conspiracy theorists. • Analyze the 1964 Election Commercials using the following website, http://livingroomcandidate.movingimage.us/election/index.php?nav_action=election&nav_subaction=overview&campaign_id=168 and from them identify the campaign issues of Lyndon Johnson and Barry Goldwater. • Complete Great Society Chart that identifies the purpose of each program and the legacy it has today. • Analyze a Warren Court Case and complete activities from landmarkcases.org. • Create a journal or diary that records your experiences in the Montgomery bus boycott and chronicles the progression of the boycott. • Analyze primary source pictures of non-violent tactics (e.g. Police dogs attacking a teenager Birmingham, Alabama 1963, or the Violent techniques used on peaceful protesters 1963) and participate in a quick write activity as one of the people in the photograph. • Complete activities on the Rise and Fall of Jim Crow using the following website, www.pbs.org/wnet/jimcrow/index.html • Write a fictional dialogue reflecting Martin Luther King Jr.’s and Malcolm X’s differing viewpoints on the methods African Americans should use to achieve equal rights in America • View clips from Malcolm X to understand the struggles and ideas of Malcolm X. • Make a brochure advertising one of the following: the Black Panthers, Black Power, or the Nation of Islam. • Research the affirmative action case, Gratz v. Bollinger (2003) and hold a Socratic seminar discussing affirmative action. • View the documentary Little Rock 50 Years later to explore the issues plaguing Little Rock’s Central High School today.
Quarter 4- Vietnam and the Limits of Power Stage 1 Desired Results- Grade 11 ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… 6.1.12.A.12.a-Analyze ideological differences and • Trace American involvement in world affairs and evaluate the effects of U.S. intervention in other factors that contributed to the Cold War Afghanistan. and to United States involvement in conflicts • Evaluate the influence of counterculture attitudes on sex and social mores in contemporary intended to contain communism, including the life. Korean War, the Cuban Missile Crisis, and the • Research the environmental crisis of global warming and devise solutions to slow down the Vietnam War. process. 6.1.12.A.12.b -Examine constitutional issues involving war powers, as they relate to United Meaning States military intervention in the Korean War, UNDERSTANDINGS ESSENTIAL QUESTIONS the Vietnam War, and other conflicts. Students will understand that… 6.1.12.D.12.d -Compare and contrast American • What should America’s role be in world • To stop the spread of communism in affairs? public support of the government and military Southeast Asia, the United States used • When should America go to war? during the Vietnam War with that of other its military to support South Vietnam. conflicts. • The Vietnam War began to weaken the • Should a country ever be denied their 6.1.12.D.12.e-Analyze the role that media played economy, divide the American people, independence? in bringing information to the American public and erode the nation’s morale. and shaping public attitudes toward the Vietnam • How can war lead to social change? • The Vietnam War opened up a deep War. • Should people who are opposed to war be emotional rift in American society and 6.1.12.A.13.b- Analyze the effectiveness of forced to fight? took years after the war for the country national legislation, policies, and Supreme Court to heal itself. • Does every individual have a responsibility decisions (i.e., the Civil Rights Act, the Equal to follow the unwritten rules of society? Why Rights Amendment, Title IX, and Roe v. Wade) in • The counterculture both challenged the values of mainstream American society or why not? promoting civil liberties and equal and unleashed a movement to reassert opportunities. traditional values. 6.1.12.B.13.b- Evaluate the effectiveness of environmental movements and their influence • The women’s movement fundamentally on public attitudes and environmental changed American life-from family and protection laws. education to careers and political issues. 6.1.12.D.13.c- Analyze the successes and failures • Latinos and Native Americans engaged of women’s rights organizations, the American in their own struggle for equality during Indian Movement, and La Raza in their pursuit of the 1960s and 1970s. civil rights and equal opportunities. • Public awareness of environmental 6.1.12.D.13.f- Relate the changing role of women issues prompted an important debate in the labor force to changes in family structure. about the government’s role in environmental regulations.
• At the end of the war, Americans reexamined the struggle against communism, the power of the presidency, and America’s role in the world.
Acquisition Students will know… Students will be skilled at… • Why America chose to support the • Debating whether America should have French in reclaiming Vietnam. aided the French in their quest to • Why and how America increased its reclaim Vietnam. involvement in Vietnam after the French • Recognizing cause and effect of U.S. left. involvement in Vietnam. • How the Gulf of Tonkin Resolution led to • Evaluate multiple sources to determine a change in the balance of power in the whether President Johnson should have American government. escalated the Vietnam War. • How and why President Johnson • Determining the meaning of words and escalated U.S. involvement in Vietnam. phrases (e.g. President Johnson’s quote • The type of tactics that were used by the regarding the Tonkin Gulf Resolution “it Vietcong and Americans to fight the war was like grandma’s nightshirt…it in Vietnam. covered everything.”) • That morale of U.S. troop and Americans • Recognizing the effect of guerilla warfare on the home front began to decline as tactics on U.S. soldier’s morale. the war waged on. • Making inferences as to how the • That the Vietnam War weakened the Vietnam War caused the economy to economy and caused the government to weaken. cut back on domestic spending. • Interpreting the different perspectives of • The Vietnam War led to rising protests hawks and doves. and social division in America. • Examining multiple sources to • That 1968 was a tumultuous year. determine why 1968 was such a chaotic • How the Vietnam War came to an end year. and the legacy it left behind. • Analyzing political cartoons to • What the counterculture was, the values understand the Vietnam War. it embraced, and the impact it had on • Writing historical narratives on the American society. Vietnam War to develop real or • How the women’s rights movement imagined experiences. arose in the 1960s. • Using technology to research topics on the Vietnam War to help write letters,
• The goals and tactics of the women’s historical narratives, and design a movement. memorial. • The impact the women’s movement had • Making connections between content on American society. and real world application using • The efforts made by Latinos to secure historical evidence. civil rights and respect for their cultural • Analyzing different perspectives on the heritage. Roe v. Wade and Equal Rights • The efforts made by Native Americans to Amendment secure reforms in government policies. • Interpreting data on women in business What forces gave rise to the management. environmental movement and the • Researching various topics to include in impact it had on society. protest fair. • Writing historical narratives to develop real or imagined experiences. • Researching current environmental issues. • Making connections between content and real world application using historical evidence.
Quarter 4- Vietnam and the Limits of Power Stage 2 – Evidence- Grade 11 Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the NOTE: The assessment models provided in this document are suggestions for the following or similar rubric to evaluate teacher. If the teacher chooses to develop his/her own model, it must be of equal or students’ performance on lesson better quality and at the same or higher cognitive levels. assessments; 4 – Innovating: Student was able to apply PERFORMANCE TASK(S): knowledge learned during unit, worked Vietnam and the Limits of Power independently or collaboratively with group Vietnam War Era Scrapbook members, and showed effort. All steps of the Directions: assignment demonstrated application, Students will create a scrapbook of the Vietnam years, including letters and photographs. innovation, and higher leveled thinking. • They will write a series of letters home as a soldier in Vietnam and describe the mission, 3 – Applying: Student worked tactics used, and daily life “in country.” independently or collaboratively with group • They will write a series of letters to a soldier in Vietnam about the anti-war demonstrations members and showed effort. All steps of the in the United States and the political and social turmoil within the country. assignment demonstrated student could
apply new knowledge. • The series should contain 6 letters (3 from U.S. soldier in Vietnam and 3 from U.S. civilian at 2 – Developing: Student was able to work home). individually or collaboratively most of the Letter #1- 1965-1966 (Soldier) time, and showed some effort. The steps in Letter #2- 1967 (Family Member) the assignment demonstrated student could Letter #3- 1968 (Soldier) apply most of the knowledge learned throughout unit. Letter #4- 1968 (Family Member) 1 – Beginning: Student was only able to Letter #5- 1972 (Soldier) apply new knowledge learned during unit Letter #6- 1970-72 (Family Member) with assistance. Student had difficulty working independently or collaboratively • Each letter should be typed, (or neatly written), single spaced, ½-1 page in length. with others and did not work to best of • Each letter must also be accompanied by 2-3 photographs for the letter recipient. ability. (Total= 12-18 pictures) • The letters should look authentic and the photographs should have captions. • The letters and photographs should be placed in a scrapbook, binder, or folder (like a keepsake).
Suggested Monitoring Scale: Use the OTHER EVIDENCE: following or similar scale to monitor or • Written assessments on “The Vietnam War Era.” evaluate students’ daily learning and • Write a persuasive essay arguing for or against the following thesis: The Vietnam War understanding of key concepts; could have been won by the United States and South Vietnam. I fully understand my learning and can 4 – • Students will participate in a philosophical chair discussion on whether it was explain connections. I would be able explain necessary for America to aid the French to reclaim Vietnam. it to someone else. • Students will complete a descriptive writing –a sensory moment in time on the My Lai 3 – I understand my learning and can make Massacre and the Kent State shooting. some connections, but could use some • Debate the advisability of adopting an Equal Rights Amendment to the U.S. Constitution. mnemonics. • Socratic Seminar on Roe v. Wade decision. 2 – I understand parts of my learning and • Research Paper: need help making connections. o Was the United States an agent of social change or the target of social activism 1 – I do not understand my learning and in the decades after World War II? cannot make connections, please help. o Students will research the civil rights movement, the feminist movement, the Latino movement, the gay and lesbian movement, or the environmental movement during the 1950s-1980s, focusing each movement’s relationship with the state over the course of its efforts. o Based on their findings, students will use the information they gather to argue
whether the United States government promoted social justice or resisted it. Quarter 4- Vietnam and the Limits of Power Stage 3 – Learning Plan- Grade 11 Summary of Key Learning Events and Instruction Listed are several suggestions of key learning events. • Pre-assess: Complete K-W-L-A to assess students’ prior knowledge and identify further student-identified learning goals. • Pre-assess: Have students complete a level of understanding scale before the start of the unit. • Pre-assess: Complete anticipation guides for the unit. • Take notes on a PowerPoint/lecture presentation. • Read and take notes on various sections of the textbook. • Complete storyboards of the major topics of the Vietnam War (moving toward conflict, U.S. involvement and escalation, a nation divided, 1968, The end of the war and its legacy. • Watch a video clips from “Dear America: Letters Home from Vietnam,” 1988 and complete a dialectical journal. • Watch a video clip from “The U.S. vs. John Lennon,” 2006. • Watch a video clip from 1968 with Tom Brokaw. • Listen to the song “Draft Dodge Rag” and read the letter “Draft Evaders” to discover the excuses given to avoid the draft and the reasons why. • Read different perspectives on containing communism in Vietnam and decide whether President Johnson should have escalated U.S. involvement. • Respond to the following remark by Johnson describing the Gulf of Tonkin Resolution, “it was like grandma’s nightshirt…it covered everything.” • Design an original protest button to express your view on the Vietnam War. • Write a dialogue between a “hawk” and a “dove.” • Write a letter home as a U.S. soldier in Vietnam and describe the guerilla warfare tactics. • Write a letter to a soldier in Vietnam about the anti-war demonstrations in the United States. • Analyze Vietnam War political cartoons to discern the theme and interpret the implied message. • Analyze the photographs by John Filo and Eddie Adams and describe how they contributed to the anti-war movement using the following website, http://history1900s.about.com/library/photos/blyindexvietnam.htm • Read background on Tinker v. DesMoines (1969) and discuss first amendment right of freedom of speech using the following website, http://www.landmarkcases.org/tinker/home.html • Create a report card for President Johnson and evaluate him on the following issues: economic, social, political, education, and civil rights. • Prepare a case for or against Lt. William Calley for his participation in the My Lai Massacre of 1968 and evaluate the responsibility of the military with regards to the civilian populations. • Analyze the table, American commitment in Vietnam from 1965-1972, and find evidence of Vietnamization. • Read and discuss US News & World Report, November 13, 2006, “Two Texans in Trouble: Lyndon Johnson was undone by Vietnam. George Bush is mired in Iraq. Are the comparisons fair?” • Create a venn diagram to show the similarities faced by Latinos and Native Americans and the unique concerns of the two groups. • Research the United Farm Workers Union boycott on California grape growers and construct a chart showing the economic damage caused by the boycott. • Write a rallying chant for Cesar Chavez’s lettuce boycott.
• Write a list of interview questions for the Native Americans who occupied Wounded Knee, South Dakota in 1973. • Students will imagine they were alive in the sixties and had just read Betty Friedan’s The Feminine Mystique. Students will write a letter to the author articulating any questions they might have. • Make a bumper sticker for or against the Equal Rights Amendment. • Read the background to Roe v. Wade using the following website, http://www.landmarkcases.org/roe/home.html and complete the activities. • Put together a brief questionnaire on women’s representation in management structure in the workplace. • Create a concept web to identify main ideas about the counterculture. • Use as many of the following terms as possible in a poem, short story, or song about life in the sixties: o Woodstock, Trip, Love-In, Bell bottoms, Groovy, Hippies, Acid rock music, Psychedelic, Commune, Love beads, Flower child • View clips from various films on the counterculture. • Analyze the lyrics of protest songs and identify the concerns of the decade. • Students will imagine they are a writer from Rolling Stones magazine and will write an article on the August 1969 Woodstock music festival. • Complete a quick write as a teenager in the 1960s who has been invited to their father’s club to give a speech about the values of the youth generation. • Create a program with a list of activities for the first Earth Day to portray the shift to a citizenry who became environmentally aware. • View Global Warming: An Inconvenient Truth and devise a solution to slow down the process.
Quarter 4- Age of Conservatism Stage 1 Desired Results- Grade 11 ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… 6.1.12.A.14.a- Evaluate the effectiveness of the • Identify current instances were politicians have lied to their constituents. Discuss the checks and balances system in preventing one impact it has on their political careers. branch of national government from usurping too much power during contemporary times. • Explore the current debate over domestic partnerships and interpret, compare, and contrast 6.1.12.A.14.b- Analyze how the Supreme Court existing state legislation that supports civil unions. has interpreted the Constitution to define the • Compare the conservatism of Ronald Reagan to today’s “tea party.” rights of the individual, and evaluate the impact on public policies. Meaning 6.1.12.A.14.c- Assess the merit and effectiveness UNDERSTANDINGS ESSENTIAL QUESTIONS of recent legislation in addressing the health, Students will understand that… • In what ways can a president misuse power? welfare, and citizenship status of individuals and • President Richard M. Nixon tried to groups. • How can a president lose or restore the steer the country in a conservative nation’s trust? 6.1.12.A.14.d- Analyze the conflicting ideologies direction and away from federal control. and actions of political parties regarding • What is the difference between the spending priorities, the role of government in • American leaders of the early 1970s laid conservative view of government and the the economy, and social reforms. the foundation for the conservative base liberal view? 6.1.12.A.14.e- Evaluate the effectiveness and that exists today. • What are the conservatives’ attitudes toward fairness of the process by which national, state, • President Nixon’s involvement in the existing government programs that were and local officials are elected and vote on issues Watergate scandal raised questions of established during more liberal of public concern. public trust that still affect how the presidencies? 6.1.12.A.14.f- Determine the extent to which public and media skeptically view nongovernmental organizations, special interest politicians. groups, third party political groups, and the • Conservatism reached a high point with media affect public policy. the election in 1980 of President Ronald 6.1.12.A.14.h- Assess the effectiveness of Reagan and Vice-President George Bush. government policies in balancing the rights of the individual against the need for national • The conservative views of Reagan and security. Bush created policies and priorities that 6.1.12.A.15.a- Analyze the factors that led to the affect government spending and fall of communism in Eastern European budgeting today. countries and the Soviet Union, and determine • Beneath the surge of prosperity that how the fall influenced the global power marked the conservative era of the 1980s lay serious social problems.
structure. Issues involving healthcare, education, 6.1.12.A.15.b- Determine the effectiveness of the civil rights, and equal rights for women United States in pursuing national interests continue to challenge American society. while also attempting to address global political, Acquisition economic, and social problems Students will know… Students will be skilled at… 6.1.12.A.15.c- Evaluate the role of diplomacy in • Analyzing Watergate cartoons and developing peaceful relations, alliances, and • Nixon’s New Federalism. deciphering the cartoonists’ point of global agreements with other nations. • How Nixon used the Southern Strategy. view. 6.1.12.A.15.d- Assess the impact of the arms race • The Busing Controversy. and the proliferation of nuclear weapons on • Critically reading an account of the fall • Stagflation. of the Berlin Wall. world power, security, and national foreign • Kissenger and the policy of realpolitik. policy. • Evaluating the case • Nixon and détente. United States v. 6.1.12.A.15.e- Analyze the impact of United Nixon (1974). • Watergate Scandal. States support for the policies and actions of the • The successes and failures of the Ford • Analyzing the cartoon the “Reagan United Nations and other international Presidency. Safety Net” and identifying the views on organizations. • Carter’s Domestic Agenda. Reaganomics. 6.1.12.A.15.f- Evaluate the effectiveness of • Carter’s Human Rights Foreign Policy. United States policies and actions in supporting • Understanding the points of view on the economic and democratic growth of • The Iran Hostage Crisis. conservatism. developing nations. • The issues, candidates and results of the • Researching varios topics from the era 6.1.12.B.14.a- Determine the impact of recent Election of 1980. and conducting an interview on the immigration and migration patterns in New • The New Right. events. Jersey and the United States on demographic, • The economic policy of Reaganomics. • Deregulation. social, economic, and political issues. 6.1.12.B.14.b- Analyze how regionalization, • The issues, candidates and results of urbanization, and suburbanization have led to Election of 1984. social and economic reform movements in New • The Social Concerns in the 1980s. Jersey and the United States. • How the Cold War Ends. 6.1.12.B.14.c- Evaluate the impact of individual, • The Iran- Contra Scandal. business, and government decisions and actions • The Persian Gulf War background and on the environment, and assess the efficacy of outcome. government policies and agencies in New Jersey and the United States in addressing these decisions. 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.14.a- Use economic indicators to
evaluate the effectiveness of state and national fiscal (i.e., government spending and taxation) and monetary (i.e., interest rates) policies. 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 work force), and government and consumer debt and their impact on society. 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.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 disabilities 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.D.15.a- Compare United Nations policies
and goals (i.e., the International Declaration of Human Rights and the United Nations 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 effectiveness 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 actions taken by the United States and other nations to prevent terrorism. Quarter 4- Age of Conservatism Stage 2 – Evidence- Grade 11 Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the NOTE: The assessment models provided in this document are suggestions for the following or similar rubric to evaluate teacher. If the teacher chooses to develop his/her own model, it must be of equal or students’ performance on lesson better quality and at the same or higher cognitive levels. assessments; 4 – Innovating: Student was able to apply PERFORMANCE TASK(S): knowledge learned during unit, worked Age of Conservatism independently or collaboratively with group Oral History Project using IMovie members, and showed effort. All steps of the Directions: assignment demonstrated application, • Students will conduct interviews of people who experienced or remember some of the innovation, and higher leveled thinking. following events from the 1970s and 1980’s: 3 – Applying: Student worked 1. Munich Olympics independently or collaboratively with group members and showed effort. All steps of the 2. Roe vs. Wade
assignment demonstrated student could 3. Yom Kippur War apply new knowledge. 4. Watergate 2 – Developing: Student was able to work 5. Iran Hostage Crisis individually or collaboratively most of the time, and showed some effort. The steps in 6. John Lennon Assassination the assignment demonstrated student could 7. First Cases of AIDS apply most of the knowledge learned 8. Chernobyl disaster throughout unit. 9. Impact of Reaganomics 1 – Beginning: Student was only able to 10. Challenger explosion apply new knowledge learned during unit 11. Iran-Contra Scandal with assistance. Student had difficulty 12. First Computer working independently or collaboratively with others and did not work to best of 13. First Video Games ability. 14. Exxon Valdez Spill 15. Fall of the Berlin Wall 16. Music 17. Movies 18. Persian Gulf War • They will write the questions for the interviewee and tape the interview. • Each interview will address 5 events. • Each event should have at least 5 questions. • Create a list of questions that arose during the interview process that were not answered and explore those areas further in independent research. • The interview should be incorporated into an IMovie along with the information from the student research.
Suggested Monitoring Scale: Use the OTHER EVIDENCE: following or similar scale to monitor or • Written Assessments on “The Age of Conservatism.” evaluate students’ daily learning and • Students will imagine that they are a member of a Congressional committee that must understanding of key concepts; investigate the Watergate incident and determine if impeachment proceedings should be 4 – I fully understand my learning and can initiated against President Nixon. explain connections. I would be able explain o They will conduct their own investigation based on evidence or other information it to someone else. that will help them come to their own conclusion about what happened and who 3 – I understand my learning and can make was responsible. some connections, but could use some o Students will then meet with the full committee (the class) to discuss their findings mnemonics. and try to reach a single decision that the committee will publish. 2 – I understand parts of my learning and • Prepare a celebration for the 200th birthday of the United States in 1976. Include a giant need help making connections. birthday card, a poster of what America has accomplished, a menu for the feast, and a wish 1 – I do not understand my learning and list for the future. cannot make connections, please help. • Write a news bulletin about the results of the Camp David meetings between President Carter, Menachem Begin, and Anwar Sadat. • Make a cartoon about waiting in a gas line and the impact of the crisis. • Make up a public service advertising campaign to inform people about how AIDS is spread or make a memorial service or poster about famous people who have died from AIDS. • Make a magazine special on outstanding women of the eighties, including Sally Ride, Sandra Day O’Connor, Geraldine Ferraro, Christa McAuliffe, and Jane Fonda. • Create a foreign affairs timeline for the years 1980-1992 (Regions: Europe, Asia, Middle East, Central America/Caribbean) Write an editorial that expressing a positive or negative view on U.S. foreign policy. • Research the events leading up to U.S. involvement in one of these countries: Lebanon, Grenada, Panama, or Kuwait. Negotiate to resolve the conflict. • Write a thematic essay about the Persian Gulf war entitled, “The TV War.”
Quarter 4- Age of Conservatism Stage 3 – Learning Plan- Grade11 Summary of Key Learning Events and Instruction Listed are several suggestions of key learning events. • Pre-assess: Complete K-W-L-A to assess students’ prior knowledge and identify further student-identified learning goals. • Pre-assess: Have students complete a level of understanding scale before the start of the unit. • Take notes on a PowerPoint/lecture presentation. • Read and take notes on various sections of the textbook. • Write a toast for Richard Nixon to give at his meeting with Premier Chou-En-Lai during his historic visit to China. • Create a timeline from the Watergate break-in to President Nixon’s resignation. Decide when Nixon lost the trust of the American public. • Analyze Watergate cartoons using the following website, http://www.loc.gov/rr/print/swann/herblock/crook.html and decipher the cartoonists’ point of view. • Conduct a poll on trust in government. Tally the results, and report back to the class. o Example Question: o Is there any politician that you trust today? Who? • Read the backgrond of the case United States v. Nixon (1974) using the following website, http://www.landmarkcases.org/nixon/home.html and evaluate the significance of the decision. • Students will imagine they are members of the family of one of the Americans held hostage in Iran. Write a diary entry or a letter to a friend expressing your feelings and fears based on the historical facts that surrounded their capture. • Analyze the cartoon the “Reagan Safety Net” and identify the views on Reaganomics. • View scenes from And the Band Played On (1993) and describe the discovery of the AIDS epidemic. • View Reagan’s “Tear Down This Wall” Speech, Berlin, 1987 and discuss the significance. • Read accounts of the fall of the Berlin Wall and reflect on its legacy. • Jigsaw Activity on the events of the Persian Gulf War.
Benchmark Assessment Quarter 1
1. Students will choose from the Quarter 1 Essential Questions, and reflect upon and respond the enduring understandings pertaining to the Current Events and the Roaring Twenties.
Benchmark Assessment Quarter 2
1. Students will choose from the Quarter 2 Essential Questions, and reflect upon and respond the enduring understandings pertaining to the Great Depression and the New Deal, World War II and the Cold War in the Truman Years.
Benchmark Assessment Quarter 3
1. Students will choose from the Quarter 3 Essential Questions, and reflect upon and respond the enduring understandings pertaining to the Politics in the Culture of Abundance, the Great Society and the New Frontier.
Benchmark Assessment Quarter 4
1. Students will choose from the Quarter 4 Essential Questions, and reflect upon and respond the enduring understandings pertaining to Vietnam, Politics of Protest, and the Age of Conservatism.