1870 to 2001 INSTRUCTIONAL GUIDE Teaching Social Studies in Massachusetts Department of Youth Services Schools 2011 EDITION U.S. History II Instructional Guide CONTENTS QUICK GUIDE Chapter 1 INTRODUCTION 1 Chapter 6 FOCUSING ON CONTENT 105 Introduction ...........................................................................3 Organizing Instruction within Scope & Sequence ........107 Massachusetts DYS Education .............................................4 KUD Framework for U.S. II Historical Topics ..................110 Effective Educational Practices in DYS Settings ................8 1870-1920 Industrial America/International Role ............111 Mini-Unit Plan Template .....................................................11 1900-1940 Age of Reform, Progressivism/New Deal .........125 Professional Development System....................................12 1939-1945 World War II ...................................................137 1945-1989 Cold War Abroad ............................................147 Chapter 2 ACCESS FOR ALL 15 1945-1980 Cold War America at Home ............................157 Culturally Responsive Teaching .........................................17 1980-2001 Contemporary America .................................173 Positive Youth Development...............................................37 Chapter 7 EXEMPLARS 185 Differentiated Instruction ...................................................44 Daily Prompts ....................................................................187 General Education and Special Education: Collaboration and Cooperation ........................................47 Sample Mini-Units and Lesson Exemplars .....................190 1900-1940 Age of Reform, Progressivism/New Deal Chapter 3 EMPHASIZED STANDARDS 49 Unemployment, Frustration, and Despair: Great Depression Which Standards Are Emphasized—and Why? ...............51 Mini-Unit with Lesson Summaries ....................................190 Guiding Principles for Teaching and Learning ................52 Lesson Plan Exemplar: The ‘Write’ Picture ........................198 Common Core Standards ...................................................53 African Americans and the Great Migration Historical Topics and Associated Standards ....................60 Lesson Plan Exemplar: The Great Migration ......................202 1870-1920 Industrial America/International Role ..............61 1939-1945 World War II 1900-1940 Age of Reform, Progressivism/New Deal ...........62 A Brief History of the Holocaust 1939-1945 World War II .....................................................63 Mini-Unit with Lesson Summaries ....................................210 1945-1989 Cold War Abroad ..............................................64 1945-1980 Cold War America at Home 1945-1980 Cold War America at Home ..............................65 The Civil Rights Movement Through Music 1980-2001 Contemporary America ...................................66 Mini-Unit with Lesson Summaries ....................................218 Lesson Plan Exemplar: The Dream ...................................226 Chapter 4 ORGANIZING INSTRUCTION 69 Lesson Plan Exemplar: Sing It Loud ..................................230 Approaching History and Social Science Instruction ......71 Chapter 8 CURRICULUM RESOURCES 235 Using Themes in the Planning Process ............................76 Primary Sources and Seminal Documents ....................237 Cultural Identity, Development and Exchange ....................78 Guides for U.S. History II Seminal Documents ...............239 Time, Continuity and Change ..............................................79 Peoples, Environments and Global Connections ................80 F. D. Roosevelt ‘Four Freedoms’ Speech, 1941 ......................240 Individuals and Groups, Power and Governance .................81 J.F. Kennedy Inaugural Address, 1961 .................................248 Production, Distribution and Consumption .........................82 M.L. King, Jr.‘I Have a Dream’ Speech, 1963 ........................254 Science, Technology and Society.........................................83 Histor ‘E’ Quations .............................................................260 Civic Ideals and Practices ...................................................84 Resources ..........................................................................262 Scope and Sequence ‘Roadmap’.......................................85 Chapter 9 ASSESSMENT 267 Chapter 5 INTEGRATED SKILLS 87 Assessing Student Progress ..............................................269 Promoting Literacy in the Social Science Classroom .......89 Stages of Assessment ........................................................270 Integrated Skills for History and Social Science .............95 Pre-Assessment .................................................................270 Charts, Tables, Diagrams, and Graphs ........................................96 Formative Assessment .......................................................272 Map Reading ...............................................................................97 Summative Assessment .....................................................273 Reading ........................................................................................98 Tools ...................................................................................274 Writing .........................................................................................99 Chapter 10 APPENDIX 281 Research and Technology .......................................................100 Organization of Information....................................................101 Frequently Asked Questions ............................................283 Economic Analysis ...................................................................102 Image Information ............................................................287 1870 to 2001 INSTRUCTIONAL GUIDE Teaching Social Studies in Massachusetts Department of Youth Services Schools 2011 EDITION Using the Guide’s Materials and Resources The materials and resources in this guide are intended to be used by and shared among teachers, and this type of activity is encouraged. Materials may be copied for use in teaching and permission for this use is expressly granted. For academic work, presentation at professional conferences, or similar purposes, please cite U.S. History II Instructional Guide: Teaching Social Studies in Massachusetts Department Youth Services Schools as the source, and reference the following URLs: www.mass.gov, collaborative.org, and www.commcorp.org These materials contain links to websites of government agencies and private organizations. The links do not constitute sponsorship or endorsement of the content of these websites or the policies and products of the owners of these sites. Copyright and other proprietary rights may be held by individuals and entities other than DYS. ‘Histor ‘E’ Quations’ and ‘Four S’s of Using Primary Documents’ are copyrighted by Kelley Brown and used with permission of the author. CES Publications, Northampton, Massachusetts | Collaborative.org Manufactured in the United States of America U.S. HISTORY II: INSTRUCTIONAL GUIDE Massachusetts Department of Youth Services Collaborative for Educational Services U.S. HISTORY II: INSTRUCTIONAL GUIDE The Commonwealth of Massachusetts Executive Office of Health and Human Services Department of Youth Services 27 Wormwood Street, Suite 400 Boston, MA 02210-1613 DEVAL L. PATRICK GOVERNOR 617.727.7575 FAX#: 617.951.2409 TIMOTHY P. MURRAY LIEUTENANT GOVERNOR JUDYANN BIGBY, M.D. SECRETARY JANE E. TEWKSBURY, Esq. COMMISSIONER Dear Colleagues: The Massachusetts Department of Youth Services, in partnership with the Commonwealth Corporation and the Collaborative for Educational Services, is working together to develop a comprehensive education and training system for the thousands of young people placed in DYS custody every year by the juvenile courts. We are expanding and enriching the continuum of options and opportunities—including high quality education and training, comprehensive case management, mentoring programs, and other services—to give youth in the care and treatment of the Massachusetts Department of Youth Services the knowledge, skills, and confidence they need to build a better future. As teachers, you may play a primary role in helping the young people in DYS cultivate their gifts and improve their lives. Many of our students may have struggled in traditional educational settings, and many others have excelled. By affirming and attending to students’ individual learning needs and interests, you have the opportunity to help them enter a true journey of learning and achievement. As teaching professionals in DYS, you work hard to deliver high quality, content-rich learning opportunities that address the needs of all students. To help you adapt traditional social studies curricula and textbooks for use in your classrooms, we have compiled vital information, stimulating resources, culturally responsive and positive youth development strategies, and sound pedagogical practices for teaching in detention, assessment, and treatment facilities across the state. We hope that this guide will assist you in your important work. Many of these instructional materials have been created and adapted by teachers within the DYS system. The content of this guide is deeply rooted in the rich experiences of teachers in DYS and other facilities serving youth similar to our