Instructional Guide Map
|
|
- Gervais McDonald
- 5 years ago
- Views:
Transcription
1 0-03 Instructional Guide Map Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective strategies to teach California high priority standards throughout the year. Every standard will be assessed with 3- questions on the benchmark. s Quarter Quarter Instructional Days August 6 September 8 October December 7 s October - December 0-4 Pupil Free / Teacher PD October 8 January 7 Re-teach Targeted Standards October 9- January 8- Standards Assessed on Benchmark.. Students describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded... Students analyze the American Revolution, the divinely bestowed unalienable natural rights philosophy of the Founding Fathers and the debates surrounding the drafting and ratification of the Constitution, and the addition of the Bill of Rights...3 Students understand the history of the Constitution after 787 with emphasis on federal versus state authority and growing democratization...4 Students examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power... Students describe the changing landscape, including the growth of cities linked by industry and trade; the development of cities divided according to race, ethnicity, and class...4 Students analyze the effect of urban political machines and responses by immigrants and middle-class reformers... Students discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders...9 Students understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children s Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson)..4. Students list the purpose and the effects of the Open Door policy..4. Students describe the Spanish-American War and U.S. expansion in the South Pacific..4.3 Students discuss America s role in the Panama Revolution and the building of the Panama Canal... Students analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey s back-to-africa movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks...4 Students analyze the passage of the Nineteenth Amendment and the changing role of women in society... Students describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes)..6. Students describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 90s..6. Students understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and the President to combat the economic crisis..7. Students examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor..7. Students explain United States and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge..7. Students discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler s atrocities against Jews and other groups; the role of women in military production; the role and growing political demands of African Americans. * Only Quarters -3 have associated benchmark exams. Instruction continues with addressed standards until the end of the year. Map rev. 7/0 i
2 0-03 Instructional Guide Map Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective strategies to teach California high priority standards throughout the year. Every standard will be assessed with 3- questions on the benchmark. Quarter Quarter 3 Quarter 4* Instructional Days January 4 - March April 6 June 7 s March 8 Pupil Free / Teacher PD April Re-teach Targeted Standards April - Standards Assessed on.8. Students describe the significance of Mexican immigration and its relationship to the Benchmark agricultural economy, especially in California..8. Students describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War..9.3 Students trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following: The era of McCarthyism, instances of domestic communism (e.g., Alger Hiss) and blacklisting The Truman Doctrine The Berlin Blockade The Korean War The Bay of Pigs invasion and the Cuban Missile Crisis Atomic testing in the American West, the mutual assured destruction doctrine, and disarmament policies The Vietnam War Latin American policy.9.4 Students list the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the nuclear freeze movement)..0. Students examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition Students examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. s Letter from Birmingham Jail and I Have a Dream speech..0. Students discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities..0.7 Students analyze the women s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 960s, including differing perspectives on the roles of women. Testing Window: April May 0.. Students discuss the reasons for the nation s changing immigration policy with emphasis on the way the Immigration Act of 96 and successor acts have transformed American society...3 Students describe the changing role of women in society as reflected in the major entry of women into the labor force and the changing family structure...4 Students explain the constitutional crisis originating from the Watergate scandal. * Only Quarters -3 have associated benchmark exams. Instruction continues with addressed standards until the end of the year. Map rev. 7/0 ii
3 0-03 Instructional Guide Map Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective strategies to teach California high priority standards throughout the year. Every standard will be assessed with 3- questions on the benchmark. * Only Quarters -3 have associated benchmark exams. Instruction continues with addressed standards until the end of the year. Map rev. 7/0 iii
4 History Social Science Grade UNITED STATES HISTORY s and Instructional Pacing Guide 0-03 History Grade - US History Instructional Guide 0-03 Instructional Guides are provided as resource for Alliance classroom teachers. They identify high priority grade-level standards to be taught during each quarter of instruction in the context of proposed units with a suggested amount of time. High priority standards are assessed on quarterly benchmark exams. Unit Unit : Foundations of American Rights and Freedoms This unit addresses the Enlightenment and the ideological and religious origins of American democracy. Students will study the history of the Constitution as pertaining to state versus federal authority. Freedoms guaranteed under the First Amendment and the issue of separation of church and state will be one topic of focus. The contributions of religious groups and the effect of religious revivals and leaders will also be studied. Students will focus on the effects of the Civil War, Reconstruction, and the Industrial Revolution. Other topics discussed will include religious intolerance and the rise of religious pluralism. High Standards.. Students describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded... Students analyze the American Revolution, the divinely bestowed unalienable natural rights philosophy of the Founding Fathers and the debates surrounding the drafting and ratification of the Constitution, and the addition of the Bill of Rights...3 Students understand the history of the Constitution after 787 with emphasis on federal versus state authority and growing democratization...4 Students examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power. st Qtr Medium Standards.3. Students describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities)..3. Students analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times..3.3 Students cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-catholic sentiment, anti-semitism)..3.4 Students discuss the expanding religious pluralism in the United States and California as a result of large-scale immigration in the twentieth century..3. Students describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state # Topics to be Addressed Enlightenment Unalienable natural rights Constitution Bill of Rights Effects of Civil War, Reconstruction, and the Industrial Revolution Religious and social reform movements First Great Awakening Second Great Awakening Social Gospel Christian liberal theology Second Vatican Council Christian Fundamentalism Religious intolerance Religious pluralism Establishment and Free Exercise clauses of the First Amendment Textbook/ Resource Prentice Hall America pp. 3-33, 4-46, 7-6, 4-, 7-8, 34, 7-7, 03-0, 07, 09-0, 3, 470, 676
5 Unit Unit : Industrialization and the United States as a World Power This unit addresses the effects of industrialization on people, cities, and politics. Students will study the effects that industrialization had on society and the resulting reforms that arose. The political aims of the Populists and Progressives will also be a focus of the unit. The students will learn how the United States became a major industrial power. The students will analyze the ideologies of Social Darwinism and Social Gospel. High Standards.. Students describe the changing landscape, including the growth of cities linked by industry and trade; the development of cities divided according to race, ethnicity, and class...4 Students analyze the effect of urban political machines and responses by immigrants and middleclass reformers... Students discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders...9 Students understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children s Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson). st Qtr History Grade - US History Instructional Guide 0-03 Medium Standards # Topics to be Textbook/ Addressed Resource.. Students know the effects Ghettoes Prentice Hall of industrialization on living Political America and working conditions, machines Chap. 6: sec. including the portrayal of Trusts,, 3, 4 working conditions and food Progressives Chap. : sec. safety in Upton Sinclair s The Children s,, 3, 4 Jungle. Bureau p Students trace the effect Sixteenth of the Americanization Amendment movement. Theodore..6 Students trace the Roosevelt economic development of the Hiram Johnson United States and its The Jungle emergence as a major industrial power, including the Americanizatio gains from trade and n advantages of its physical Social geography. Darwinism..7 Students analyze the Social Gospel similarities and differences William between the ideologies of Graham Social Darwinism and Social Sumner Gospel (e.g., biographies of Billy Sunday William Graham Sumner, Dwight L. Billy Sunday, Dwight L. Moody Moody). Populists..8 Students examine the effect of political programs and activities of Populists.
6 Unit Unit 3: The United States Rise to Power in the 0 th Century This unit addresses the growth of the United States as a world power from the Spanish America War to the post-ww II era. Students will study America s involvement in foreign lands and its growing overseas holdings. They will also study the effects World War I had on the American people and homeland. Study will also focus on the emergence of the United States as a world leader after World War II. High Standards.4. Students list the purpose and the effects of the Open Door policy..4. Students describe the Spanish-American War and U.S. expansion in the South Pacific..4.3 Students discuss America s role in the Panama Revolution and the building of the Panama Canal. st Qtr History Grade - US History Instructional Guide Medium Standards # Topics to be Textbook/ Addressed Resource.4.4 Students explain Open Door Prentice Hall Theodore Roosevelt s Big Policy America Stick diplomacy, William Spanish- Chap. 0: sec. Taft s Dollar Diplomacy, and American War,, 3, 4 Wilson s Moral Diplomacy, Panama Chap. : sec. drawing on relevant Revolution 4 speeches. Panama Canal.4. Students analyze the Big Stick political, economic, and Diplomacy social ramifications of World Dollar War I on the home front. Diplomacy.4.6 Students trace the Moral declining role of Great Britain Diplomacy and the expanding role of the WW I home United States in world affairs front after World War II. World leadership after WW II
7 History Grade - US History Instructional Guide Unit Unit 4: The Roaring 0s This unit addresses the changing culture of the United States in the 90s. Studied topics will include: attacks on civil liberties and responses to these attacks; the Eighteenth Amendment; the Nineteenth Amendment; the Harlem Renaissance; presidential policies; and the growth in industry, entertainment, and technology. Students will also study the prosperity of the 90s. High Standards.. Students analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey s back-to- Africa movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti- Defamation League to those attacks...4 Students analyze the passage of the Nineteenth Amendment and the changing role of women in society... Students describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes). nd Qtr 4 Medium Standards.. Students discuss the policies of Warren Harding, Calvin Coolidge, and Herbert Hoover...3 Students examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition)...6 Students trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture...7 Students discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape. # Topics to be Addressed Palmer Raids Back-to- Africa movement Ku Klux Klan American Civil Liberties Union NAACP Anti- Defamation League Eighteenth Amendment Volstead Act Nineteenth Amendment Harlem Renaissance Zora Neale Hurston Langston Hughes Entertainment Technology Textbook/ Resource Prentice Hall America Chap. 3: sec.,, 3 Chap. 4: sec.,, 3
8 Unit Unit : The Great Depression and the New Deal This unit addresses the causes of the Great Depression, and President Hoover s and President Roosevelt s reactions to the Depression. Study will focus on the establishment of the Federal Reserve, the causes of the Depression, the Dust Bowl, the New Deal and the controversies surrounding it, and the changes in organized labor. High Standards.6. Students describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 90s..6. Students understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and the President to combat the economic crisis. 3 4 nd Qtr History Grade - US History Instructional Guide 0-03 Medium Standards # Topics to be Textbook/ Addressed Resource.6.3 Students discuss the Technology Prentice Hall human toll of the Depression, Federal America natural disasters, and unwise Reserve Chap. : agricultural practices and Causes of the sec.,, 3, their effect on the Great 4 depopulation of rural regions Depression Chap. 6: and on political movements Herbert sec.,, 3 of the left and right with Hoover particular attention to the Franklin Dust Bowl refugees and their Delano social and economic impacts Roosevelt in California. Dust Bowl.6.4 Students analyze the and effects of and the agricultural controversies arising from practices New Deal economic policies Dust Bowl and the expanded role of the migrants federal government in New Deal society and the economy Works since the 930s (e.g., Works Progress Progress Administration, Administratio Social Security, National n Labor Relations Board, farm programs, regional Social development policies and Security energy development projects National such as the Tennessee Labor Valley Authority, California Relations Central Valley Project, and Board Bonneville Dam). Tennessee.6. Students trace the Valley advances and retreats of Authority organized labor, from the California creation of the American Central Valley Federation of Labor and the Project Congress of Industrial Bonneville Organization to current Dam issues of a postindustrial, AFL/CIO multinational economy, United Farm including the United Farm Workers Workers in California.
9 Unit Unit 6: World War II This unit addresses the reasons the United States entered WW II, the war effort, and the rebuilding of Europe. Study will focus on: major battles of the war; contributions of minorities; Constitutional issues; the role of women during the war; the development of weapons and other vital war material, and their impact on industry; the development of atomic weapons; and the Marshall Plan. High Standards.7. Students examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor..7. Students explain United States and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge..7. Students discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler s atrocities against Jews and other groups; the role of women in military production; the role and growing political demands of African Americans. nd Qtr History Grade - US History Instructional Guide Medium Standards # Topics to be Textbook/ Addressed Resource.7.3 Students identify the role Events leading to Prentice Hall and sacrifices of individual Pearl Harbor America Battle of Midway American soldiers, as well as Chap. 7: Normandy the unique contributions of landing sec.,, 3, the special fighting forces Iwo Jima 4 (e.g., the Tuskegee Airmen, Okinawa Chap. 8: the 44 nd Regimental Battle of the sec.,, 3, Bulge Combat team, the Navajo 4, Tuskegee Code talkers). Airmen.7.4 Students analyze 44 nd Regimental Roosevelt s foreign policy Combat Team during World War II (e.g., Navajo Code Talkers Four Freedoms speech). Four Freedoms.7.6 Students describe major speech developments in aviation, Japanese weaponry, communication, internment Fred Korematsu and medicine and the war s v. United States impact on the location of of America American industry and use of Role of women resources. Role of African.7.7 Students discuss the Americans Developments in decision to drop atomic aviation, bombs and the weaponry, consequences of the communications, decision (Hiroshima and and medicine American Nagasaki). industry.7.8 Students analyze the Atomic bombs effect of massive aid given (Hiroshima and to Western Europe under Nagasaki) the Marshall Plan to rebuild Marshall Plan itself after the war, and the and the rebuilding of importance of a rebuilt Europe Europe to the U.S. economy.
10 History Grade - US History Instructional Guide Unit Unit 7: Post World War II Domestic and Foreign Policies This unit addresses domestic issues and foreign policy in post-ww II and the Cold War era. Study will focus on: the major confrontations between democracy and communism; why presidential power increased; the significance of Mexican immigration changes in the types of work available; Truman s labor policy and reactions to it; Federal spending; California Master Plan; environmental regions of the United States and problems associated with them; technological, communication, and medical advances; popular culture; and foreign policies of the United States. High Standards.8. Students describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California..8. Students describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War..9.3 Students trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following: The era of McCarthyism, instances of domestic communism (e.g., Alger Hiss) and blacklisting The Truman Doctrine The Berlin Blockade The Korean War The Bay of Pigs invasion and the Cuban Missile Crisis Atomic testing in the American West, the mutual assured destruction doctrine, and disarmament policies The Vietnam War Latin American policy.9.4 Students list the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the nuclear freeze movement) rd Qtr Medium Standards.8. Students trace the growth of service sector, white collar, and professional sector jobs in government and business..8.3 Students examine Truman s labor policy and congressional reaction to it..8.4 Students analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan..8.6 Students discuss the diverse environmental regions of North America, their relation to local economies particular forms of economic life, and the origins and prospects of environmental problems in those regions..8.7 Students describe the effects on society and the economy of technological developments since 94, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology..8.8 Students discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles). # Topics to be Addressed Mexican immigration McCarthyism Alger Hiss Blacklisting Truman Doctrine Berlin Blockade Korean War Bay of Pigs invasion Cuban Missile Crisis Atomic testing Vietnam War Anti-war protests Latin American policy U. S. spending on defense and welfare National debt Federal and state spending on education California Master Plan Environment al issues Technologica l, communicati Textbook/ Resource Prentice Hall America Chap. 9: sec.,, 3, 4 Chap. 0: sec.,, 3 Chap. : sec. 3 Chap. 4: sec.,, 3, 4 Chap. 6: sec., 3, 4 pp. 9-96
11 Unit High Standards 3 rd Qtr History Grade - US History Instructional Guide Medium Standards # Topics to be Textbook/ Addressed Resource.9. Students discuss the on, establishment of the United agricultural, Nations and International and medical Declaration of Human Rights, advances International Monetary Fund, United World Bank, and General Nations Agreement on Tariffs and International Trade (GATT), and their Declaration importance in shaping modern of Human Europe and maintaining peace Rights and international order. International.9. Students understand the Monetary role of military alliances Fund including NATO and SEATO in General deterring communist Agreement aggression and maintaining on Tariffs security during the Cold War. and Trade.9. Students analyze the role of (GATT) the Reagan Administration and NATO other factors in the victory of SEATO the West in the Cold War. Reagan.9.6 Students describe U.S. policy and Middle East policy and its victory in the strategic, political, and Cold War economic interests, including Middle East those related to the Gulf War. and the Gulf.9.7 Students examine U.S.- War Mexican relations in the Mexican twentieth century, including U.S. relations key economic, political, immigration, and environmental issues.
12 Unit Unit 8: Civil and Voting Rights This unit addresses the development of the civil and voting rights of all Americans with focus on those of African Americans. Study will focus on: the historic events and cases in the evolution of civil rights; the role of civil rights advocates; the role played by rural churches in the civil rights movement; and the impact of the civil rights movement on Native Americans, Asian Americans and Hispanic Americans. Students will also study Franklin D. Roosevelt s ban on discrimination, the end of segregation in the armed forces by Harry S. Truman, the effort to end discrimination in higher education, the voting rights acts, and the women s rights movement. High Standards.0. Students examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition Students examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. s Letter from Birmingham Jail and I Have a Dream speech..0. Students discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities..0.7 Students analyze the women s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 960s, including differing perspectives on the roles of women. 3 rd Qtr History Grade - US History Instructional Guide Medium Standards # Topics to be Textbook/ Addressed Resource.0. Students explain how Dred Scott v. Prentice Hall demands of African Americans Sandford America helped produce a stimulus for Plessy v. Chap. : civil rights, including President Ferguson sec.,, 3, Roosevelt s ban on racial Brown v. 4, Board of discrimination in defense Chap. 3: Education industries in 94, and how sec., Regents of the African American service in University of pp. 3-33, World War II produced a California v. 40-4, 334, stimulus for President Bakke , 64, Truman s decision to end California 68, 84-8 segregation in the armed Proposition forces in Students describe the A. Philip collaboration on legal strategy Randolph between African American and Martin Luther King, Jr. white civil rights lawyers to end Malcolm X racial segregation in higher Thurgood education. Marshall.0.6 Students analyze the James Farmer passage and effects of civil Rosa Parks rights and voting rights Civil Rights legislation (e.g., 964 Civil and ethnic Rights Act, Voting Rights Act minorities of 96) and the Twenty- Elizabeth Cady Fourth Amendment, with an Stanton emphasis on equality of Susan B. access to education and to the Anthony political process. Nineteenth Amendment Women s movement of the 960s Franklin D. Roosevelt Harry S. Truman 964 Civil Rights Act Voting Rights Act of 96 Twenty-Fourth Amendment
13 Instruction Continues After Q4 History Grade - US History Instructional Guide Unit Unit 9: Social Issues and Domestic Policy in Contemporary America This unit addresses how the federal government has addressed the social issues and changing domestic scene since the end of World War II. Study will focus on: the changing role of women, immigration and how it has impacted the United States, the effects of Watergate, environmental issues and protection, the government s response to poverty and demographic and social changes, and the domestic policy speeches of the presidents since Truman. High Standards.. Students discuss the reasons for the nation s changing immigration policy with emphasis on the way the Immigration Act of 96 and successor acts have transformed American society...3 Students describe the changing role of women in society as reflected in the major entry of women into the labor force and the changing family structure...4 Students explain the constitutional crisis originating from the Watergate scandal. Medium Standards.. Students discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., education, civil rights, economic policy, environmental policy)... Students trace the impact, need, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates...6 Students analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies...7 Students explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse. # Topics to be Addressed Immigration Act of 96 and successive acts Role of women Watergate scandal Environmental conservation Environmental protection Property rights Poverty Welfare reform Health insurance reform Government response to: demographic changes, social changes, population shifts, international migration, decline of the family farm, increase in outof-wedlock births, and drug abuse Domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, Clinton Textbook/ Resource Prentice Hall America Chap. : sec., Chap. 3: sec. 3, 4 Chap. : sec.,, 3, 4, Chap. 6: sec., 3, 4 Chap. 7: sec. pp
14 History Grade - US History Instructional Guide 0-03
CALI FORN I A STANDARD CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER
Foundations of American Political and Social Thought US.1 Students analyze the significant events surrounding the founding of the nation and its attempts to realize the philosophy of government described
More informationAGS World History 2008
Correlated to the History Social Science Content Standards for California Public Schools Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. 11.1 Students analyze the significant
More informationUnited States History and Geography: Continuity and Change in the Twentieth Century
47 Grade Eleven United States History and Geography: Continuity and Change in the Twentieth Century Students in grade eleven study the major turning points in American history in the twentieth century.
More informationHistory-Social Science Content Standards for California Public Schools
History-Social Science Content Standards for California Public Schools United States History and Geography: Continuity and Change in the Twentieth Century 11.1 Students analyze the significant events in
More information1. OUR FOUNDING DOCUMENTS
Tutorial Outline California Tutorials are designed specifically for the California Common Core State Standards and the California Next Generation Science Standards to prepare students for the Smarter Balanced
More informationPearson Education Inc., publishing as Pearson Prentice Hall Prentice Hall America: Pathways to the Present 2005, Modern American History Edition
Publisher: Program Title: Components: Pearson Education Inc., publishing as Pearson Prentice Hall Prentice Hall America: Pathways to the Present 2005, Modern American History Edition Student Edition Grade
More informationPublisher: Pearson Education, Inc. publishing as Pearson Prentice Hall
Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Program Title: America: Pathways to the Present, Modern American History (c) 2007 Components: Student/Teacher Editions Grade Level(s):
More information1.1 Objective: Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE UNITED STATES HISTORY AND GEOGRAPHY: CONTINUITY AND CHANGE IN THE TWENTIETH CENTURY (formerly US History) Course Number 5211 Department History/Social
More informationCourse Outline GPS U. S. History
FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT Course Outline GPS U. S. History Date: November 2012 Subject Area: U.S. History Proposed Grade Level(s): 11 Course Length: 1 Year Grading: A-F Number of Credits:
More informationColton Joint Unified School District Course Description Course Description for P-U.S. History (38001/2)/ P Sh US History
DEPARTMENT: Social Science GRADE: 11 LENGTH: CREDITS: PREREQUISITES: One Year 10 (ten) None COURSE DESCRIPTION: This is a required course which links past historical learnings to an in-depth study of significant
More informationEnglish Language Development Standards (ELD) California State Content Standards Core Materials Assessment. Textbook. Unit test
Unit 1: Revolution to Reconstruction (4 Weeks) Big Idea: Evolution of American Democracy. Essential Questions: How has American democracy evolved over time? In what ways did the Declaration of Independence
More informationU.S. HISTORY Mr. Walter
11.1 THE FOUNDING OF OUR NATION How did significant events shape the foundation of the United States? (18) Introductions Assemble Notebook Timeline: 2000 Years in 20 Minutes Greeks, Romans, Middle Ages,
More informationa-g US History Gorman Learning Center (052344) Basic Course Information
a-g US History Gorman Learning Center (052344) Basic Course Information Title: a-g US History Transcript abbreviations: a-g U.S. History A / 3E1002, a-g U.S. History B / 3E9002 Length of course: Full Year
More informationCalifornia Subject Examinations for Teachers
CSET California Subject Examinations for Teachers TEST GUIDE SOCIAL SCIENCE SUBTEST II Subtest Description This document contains the Social Science subject matter requirements arranged according to the
More informationOHIO DEPARTMENT OF EDUCATION ACADEMIC CONTENT STANDARDS SOCIAL STUDIES DETAILED CHECKLIST ~GRADE 10~
OHIO DEPARTMENT OF EDUCATION ACADEMIC CONTENT STANDARDS SOCIAL STUDIES DETAILED CHECKLIST ~GRADE 10~ History Students use materials drawn from the diversity of human experience to analyze and interpret
More information25% Tests, Finals and long term projects 25% Homework 25% Class Participation/Classwork
Course Description: Class Policies: 8 TH GRADE AMERICAN HISTORY CURRICULUM MAP Unit One: Development of Industrial America Unit Two: The Emergence of Modern America Unit Three: The Depression and World
More informationGranite School District U.S. History II: 11 th Grade Curriculum Map
1 st Quarter : America s early history directs the nation s course in the 19 th and 20 th centuries. Note: The first standard of the U.S. History II core is designed to apply 8 th grade content in more
More informationAMERICAN HISTORY PLANNER Grade 11
Grade Standard : Kansas History Benchmark : 890-90 SSHS-..A (A) analyzes the ways the People s Party Platform of 89 addressed the social and economic issues facing Kansas and the nation. SSHS-..A (A) analyzes
More informationAmerican History Curriculum Grades 7-11
American History Curriculum Grades 7-11 In general, certain competencies in American History are taught throughout the semester and are therefore not linked to specific topics but rather stated here to
More informationGRADE 5. United States Studies: 1865 to the Present
Standard 5-1: The student will demonstrate an understanding of Reconstruction and its impact on the United States. Reconstruction was a period of great hope, incredible change, and efforts at rebuilding.
More informationTime Frame Lesson Topic Objective (Benchmark) Suggested Teaching Strategies First Nine Weeks
Eleventh Grade U.S. History Time Frame Lesson Topic Objective (Benchmark) Suggested Teaching Strategies First Nine Review Pre- 1877 History All objectives and strands will be used in this review Maps,
More informationGRADE 5. United States Studies: 1865 to the Present
Students continue their study of the history of the United States in grade five, beginning with Reconstruction and continuing through the present day. They learn about the renewal of the country after
More informationTenth Grade Social Studies Indicators Class Summary
History Standard Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their governments. Explain the social, political, and economic effects
More informationChapter Objective: To understand the conflict over slavery and other regional tensions that led to the Civil War.
Quarter 1 Chapter 9 Expanding Markets and Moving Westward Time Period: 1825-1847 Pages: 272-300 Chapter Objective: To understand the causes and consequences of western settlement and to summarize the events
More informationX On record with the USOE.
Textbook Alignment to the Utah Core U.S. History II This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.) Yes
More informationSOCIAL STUDIES AP American History Standard: History
A. Explain connections between the ideas of Enlightenment and changes in the relationship between citizens and their government. B. Identify the causes of political, economic and social oppression and
More informationX On record with the USOE.
Textbook Alignment to the Utah Core U.S. History II This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.) Yes
More informationHISTORY AND SOCIAL SCIENCE
Nashoba Regional School District HISTORY AND SOCIAL SCIENCE Grade 8 Nashoba Regional School District History and Social Science, 2007-2008. Work in this document is based upon the standards outlined in
More informationAcademic Calendar: (In alignment with Civics Content Expectations)
Academic Calendar: (In alignment with Civics Content Expectations) 1st Quarter Marking Period: 6.1 Growth of an Industrial and Urban America Explain the causes and consequences both positive and negative
More informationCurriculum Map-- Kings School District- Honors U.S. Studies
Unit 1 1. Analyze and interpret significant events, patterns, and themes in history in order to be judicious decision makers. 2. Make social economic and political decisions as active, informed, citizens.
More informationAPPENDIX B: U.S. HISTORY CONTENT ASSESSED BY U.S. HISTORY END OF COURSE ASSESSMENT
APPENDIX B: U.S. HISTORY CONTENT ASSESSED BY U.S. HISTORY END OF COURSE ASSESSMENT Standard 1 Social Studies Skills Use research and inquiry skills to analyze U.S. History using primary and secondary sources.
More informationAnalyse the reasons why slavery in the Americas was supported by different social and economic groups. 99
Slavery In the 19 th century blacks were allowed greater economic and social mobility in Latin America then in the United States. How do you account for the difference? 1998 Analyse the reasons why slavery
More informationTest Booklet. Subject: SS, Grade: 11 CST 11th Grade History Social Studies Part 1. Student name:
Test Booklet Subject: SS, Grade: 11 CST 11th Grade History Social Studies Part 1 Student name: Author: California District: California Released Tests Printed: Tuesday April 23, 2013 1 What effect did the
More informationEssential U.S. History
EOY Revision Sheet Social Studies, Level K Page 1 of 10 Mount Auburn International Academy SABIS School Network Social Studies Level K / Grade 9 EOY Grade 9 Social Studies Revision guide For Essential
More informationU.S. History/2
REVISED: December/2011 Program: Adult Literacy/High School Diploma Course of Study: High School Diploma Course: 1:2004 Social Studies/Social Science 37-01-71 U.S. History/2 Course Description: This course
More informationMobile County Public School System Division of Curriculum and Instruction
Week 1 Jan -9 (4 days) 4.5 5.0 5.1 5.2 5.3 Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations. Explain causes and effects of the Great
More informationCONTENT STANDARDS World History, Culture, and Geography: The Modern World 10 th GRADE
CONTENT STANDARDS World History, Culture, and Geography: The Modern World 10 th GRADE World History, Culture, and Geography: The Modern World Analysis Skills (CST=15/60 25%) Principles and Events in the
More informationCurriculum Map for U.S. Studies. Big ideas Essential Questions Content Skills/Standards Assessment + criteria Activities/Resources
Unit 1 1. Analyze and interpret significant events, patters, and themes in history in order to be judicious decision makers. 2. Make social economic and political decisions as active, informed, citizens.
More informationNorth Adams Public Schools Curriculum Map th Grade United States History II Unit 1: America at War: World War II (20 weeks)
Unit 1: America at War: World War II (20 weeks) Topic 1: The Beginning Notes Vocabulary Assessment USII.7 Explain the course and significance of President Wilson s wartime diplomacy, including his Fourteen
More informationGlobe Fearon American History. New Mexico Social Studies Content Standards and Benchmarks: Introduction and Curriculum Framework Grades 9-12
Globe Fearon American History CORRELATED TO New Mexico Social Studies Content Standards and Benchmarks: Introduction and Curriculum Framework Grades 9-12 For More Information Contact Laura McDonald, Sales
More informationCURRICULUM OVERVIEW SOCIAL STUDIES GRADES 9-12
CURRICULUM OVERVIEW SOCIAL STUDIES GRADES 9-12 2015-2016 MISSION STATEMENT This mission statement expresses the purpose for which our school district exists and the specific functions it performs as an
More informationPacing Guide: Amory High School
Pacing Guide: Amory High School Teacher: Laney Course: US History Academic Year/Semester: 2012-2013 Essential Questions Content Skills 1 st 9 Weeks Grading Period 2 nd 9 Weeks Grading Period Why is the
More informationContent Connector. USH.2.4.a.1: Explain how the lives of American Indians changed with the development of the West.
Standard 1: Early National Development: 1775 to 1877 Students review and summarize key ideas, events, and developments from the Founding Era through the Civil War and Reconstruction from 1775 to 1877.
More informationIdentify and extrapolate meanings of founding fathers key documents
Quarter Academic Year 2016 2017 3 weeks USH.1.1 Read key documents from the Founding Era and analyze major ideas about government, individual rights and the general welfare embedded in these documents
More informationYEAR AT A GLANCE SOCIAL STUDIES - U.S. HISTORY
YEAR AT A GLANCE SOCIAL STUDIES - U.S. HISTORY GRADE(S) GRADE 11 LEVELS UNIT(S) 10 Program Transfer Goals Evaluate information and issues in order to critically appraise historical and contemporary claims
More informationAmerican History Pacing Guide
Term 1 9 weeks Lessons General Assessments Unit 2: Emergence of Modern United States Chapter 4: The Progressive Era Chapter 5: An Emerging World Power Chapter 6: World War I and Beyond Chapter 7: The Twenties
More informationAmerica Past and Present 9 th Edition, AP* Edition 2011
A Correlation of America Past and Present 9 th Edition, AP* Edition 2011 To the ADVANCED PLACEMENT U.S. HISTORY TOPIC OUTLINE *, Program, AP, and Pre-AP are registered trademarks of the College Board,
More information2. Transatlantic Encounters and Colonial Beginnings,
1. Pre-Columbian Societies A. Early inhabitants of the Americas B. American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley C. American Indian cultures of North America at the
More informationPeople You Gotta Know
People You Gotta Know W.E.B. Dubois Booker T. Washington Chief Joseph Believed in full Believed equality Chief of the Political, civil, and could be achieved Nez Perce Social rights for through vocational
More informationUSII.1 The student will demonstrate skills for historical and geographical analysis, including the ability to
Prentice Hall The American Nation 2005, Civil War to the Present Edition Virginia Social Studies Standards of Learning, United States History: 1877 to the Present (Grade 7) History and Social Science Standards
More informationHUDSONVILLE HIGH SCHOOL COURSE FRAMEWORK
HUDSONVILLE HIGH SCHOOL COURSE FRAMEWORK COURSE / SUBJECT US History A OVERARCHING/ESSENTIAL SKILLS (By the end of the unit, students will be able to... ) Collaborating with others --Developing written
More informationQuestion of the Day Schedule
Question of the Day Schedule 2012-2013 Question Dates Topics Subtopics September 3-7 1. Pre-Columbian Societies Early inhabitants of the Americas American Indian empires in Mesoamerica, the Southwest,
More informationOne Stop Shop For Educators. Grade Five
Grade Five UNITED STATES HISTORY SINCE 1860 In fifth grade, students continue their formal study of United States history. As with fourth grade, the strands of history, geography, civics, and economics
More informationUNITED STATES HISTORY (1877 to Present)
UNITED STATES HISTORY (1877 to Present) United States History is a two-semester course that builds upon concepts developed in previous studies of U.S. History and emphasizes national development from the
More informationUnited States History Florida
Tutorial Outline Florida Tutorials are designed specifically for the New Florida Standards for Math and English Language Arts and the Next Generation Sunshine State Standards (NGSSS) for science and social
More informationUnited States History II
PEABODY VETERANS MEMORIAL HIGH SCHOOL SOCIAL STUDIES DEPARTMENT United States History II Mid Year Exam Review Packet Exam Overview The Mid Year Exam serves as a summative assessment to measure your mastery
More information5 th Grade Social Studies
5 th Grade Social Studies UNITED STATES HISTORY Year 3: Industrialization to the Digital Age In fifth grade, students are in the final year of a three year study of United States history in which all four
More informationSOCIAL STUDIES GRADE 10 AMERICAN HISTORY. I Can Checklist Office of Teaching and Learning Curriculum Division
SOCIAL STUDIES AMERICAN HISTORY GRADE 10 I Can Checklist 2018-2019 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division 1 2 _ I can analyze a historical
More informationWillmar Public Schools Curriculum Mapping 7-12
Subject Area American History -- Post Civil War to-present Grade 8 Date June 29, 2005 Month Content Standards Addressed Skills/Benchmarks Essential Questions Assessments Chapter 18-21 Reshaping the nation
More informationPacing Guide for Virginia/United States History
Pacing Guide for Virginia/United States History STANDARD VUS.2 The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and
More informationUnit 4 Take-Home Test Answer Sheet
Name: Unit 4 Take-Home Test Answer Sheet 1. 11. 21. 31. 41. 2. 12. 22. 32. 42. 3. 13. 23. 33. 43. 4. 14. 24. 34. 44. 5. 15. 25. 35. 45. 6. 16. 26. 36. 46. 7. 17. 27. 37. 47. 8. 18. 28. 38. 48. 9. 19. 29.
More informationAP/Dual Credit U.S. History Lagleder U5
Name: AP/Dual Credit U.S. History Lagleder U5 Unit 5 Key Terms: The Best of Times & the Worst of Times **The most important thing to know about these key terms is SO WHAT?? Why are these terms significant
More information11 th Grade Social Studies
1. The student will demonstrate an understanding of issues and events in U. S. history. 8.1C explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865 8.4B explain the roles
More informationU.S. TAKS Review. 11th
11th U.S. TAKS Review Add a background color or design template to the following slides and use as a Power Point presentation. Print as slides in black and white on colored paper to use as placards for
More informationEOCT Practice Questions. 1) The Spanish-American War was the first war fought by the United States in which it
1) The Spanish-American War was the first war fought by the United States in which it A. acquired overseas possessions B. tested tanks in battle C. used the Panama Canal D. allied with a foreign power
More informationDay One U.S. History Review Packet Scavenger Hunt Unit One: Colonial Era
Day One U.S. History Review Packet Scavenger Hunt Unit One: Colonial Era These two (2) 1. 2. geographic features protect and isolate the United States geographically today? This was the political 3. border
More informationI Can Statements. Chapter 19: World War II Begins. Chapter 20: America and World War II. American History Part B. America and the World
I Can Statements American History Part B Chapter 19: World War II Begins America and the World 1. Describe how postwar conditions contributed to the rise of antidemocratic governments in Europe. 2. Explain
More information5 SUGGESTED CLASSROOM INSTRUCTIONAL TIME
Grade 5 SUGGESTED CLASSROOM INSTRUCTIONAL TIME + + + 200 MINUTES PER WEEK + + + Grade 5 United States: Continuing Development of the United States Social Studies in grade five concentrates on the development
More informationHPISD CURRICULUM (SOCIAL STUDIES, UNITED STATES HISTORY)
HPISD CURRICULUM (SOCIAL STUDIES, UNITED STATES HISTORY) EST. NUMBER OF DAYS:10 DAYS UNIT NAME Unit Overview UNIT 4D: GREAT DEPRESSION AND WORLD WAR II: US IN WORLD WAR II Students will understand the
More informationAmerican History I Can Statements
American History I Can Statements I can recognize important figures in big business, such as Rockefeller and Carnegie, and describe their impact on the American economy. I can identify major labor unions
More informationUnit 7 Test Review: The Great Depression, New Deal, & WWII
Name: Unit 7 Test Review: The Great Depression, New Deal, & WWII 1) Describe the economy of the late 1920's: 2) How did wages for the AVERAGE AMERICAN worker compare to overall economic profits during
More informationTEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement
(a) General requirements. Students shall be awarded one unit of credit for successful completion of this course. (b) Introduction. (1) In United States History Studies Since 1877, which is the second part
More informationPen Argyl Area High School. Modern American History
1 Length of Course: Credits: Suggested Prerequisite: Pen Argyl Area High School Modern American History 18 Weeks One Half Credit United States History II or Advanced Placement United States History Course
More informationU nited S tates H istory- B
USH-B - Scope & Sequence U nited S tates H istory- B misssmolar.weebly.com January 17-20 Tuesday, Jan 17: Intro to class!/syllabus Wednesday, Jan 18: Suspended Curriculum Thursday, Jan 19: Suspended Curriculum:
More informationUnited Nations. Marshall Plan. Israel. Mao Zedong. South Korea
Unit 9-10 Study Guide 1. What World War II conference between the Potsdam major Allied leaders ultimately triggered the Cold War? 2. Which organization, founded in 1948, replaced the League of Nations
More informationUSH Vocabulary From Closing the West
USH Vocabulary From Closing the West 16th Amendment 17th Amendment 18th Amendment 19th Amendment 1960 Nixon/Kennedy TV Debate 1968 Turmoil 38th Parallel Acquittal Affirmative Action Alliances Alphabet
More informationCompare and contrast the political, social, economic and geographic motives for migration to the three colon
Subject American History Grade Level 12 EUS.1.AH.1 EUS.1.AH.2 EUS.1.AH.3 EUS.1.AH.4 EUS.1.AH.5 EUS.1.AH.6 EUS.1.AH.7 EUS.1.AH.8 EUS.1.AH.9 Evaluate the motivations for the exploration of the New World
More informationHistory and Social Science Standards of Learning for Virginia Public Schools March 2015
History and Social Science Standards of Learning for Virginia Public Schools March 2015 Virginia and United States History The standards for Virginia and United States History expand upon the foundational
More informationBase your answer to question 11 on the map below and on your knowledge of social studies.
Base your answer to question 11 on the map below and on your knowledge of social studies. Main Roads and Turnpikes, 1840 13 Resolved, That all laws which prevent woman from occupying such a station in
More informationGeneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies
Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies Mission Statement It is our belief that Social Studies education is ultimately to prepare students to assume the responsibilities
More informationAmerican History: A Survey
National ADVANCED PLACEMENT* Traditional and Thematic CORRELATION GUIDE to accompany Brinkley American History: A Survey 12e *AP and Advanced Placement Program are registered trademarks of the College
More informationGREENWOOD PUBLIC SCHOOL DISTRICT US History from 1877 to Present Pacing Guide
FIRST NINE WEEKS Week Aug. 06 07 2 Introduction Class Rules & Expectations/Issue Textbooks/Learning Style Inventories (Day I) SATP2 Pass/Fail/Proficiency Requirements (Day I) Background US History Information:
More informationPearsonSchool.com Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved
COURSE OVERVIEW The U.S. History course is centered on the belief that Historical events have social, economic, and political consequences Given this assertion, the emphasis of the course becomes the relationship
More informationSocial Studies Georgia Standards of Excellence Georgia Department of Education United States History
SSUSH1 Compare and contrast the development of English settlement and colonization during the 17th Century. a. Investigate how mercantilism and trans-atlantic trade led to the development of colonies.
More informationDIOCESE OF HARRISBURG SOCIAL STUDIES CURRICULUM GRADE 7/8 United States History: Westward Expansion to Present Day
5.1.9 Identify the goals of the constitution and the basic principles of American government. Recognize the Preamble to the Constitution and briefly explain how our government meets each goal. List and
More informationUnited States History Georgia
Tutorial Outline Georgia Tutorials are designed specifically for the Georgia Standards of Excellence and the Georgia Performance Standards to prepare students for the Georgia Milestones. U.S. History Tutorials
More informationSocial Studies. Smyth County Schools Curriculum Map. Grade:11 Subject:History U. S.
Standards VUS.1- Skills Grade:11 Subject:History U. S. 1st Quarter VUS.2- Early America: Claims & Conflicts 2nd Quarter VUS.1- Skills VUS.5- Principles of Government VUS.6- Middle Period VUS.7- Civil War
More informationHistory of the Americas Paper 3 Questions
Page1 History of the Americas Paper 3 Questions The development of modern nations 1865-1929 This section, covering the period between the late 19th century and the early 20th century, saw forces that transformed
More informationcorrelated to the Michigan High School Social Studies Content Expectations U.S. History and Geography
correlated to the Michigan High School Social Studies Content Expectations U.S. History and Geography McDougal Littell The Americans: Reconstruction to the 21 st Century 2009 correlated to the Michigan
More informationAmerican Studies Curriculum Map Grade 11. Unit/Theme Core Learning Goals/Standards Assessments Suggested Resources Immigration
Immigration Immigrant Experience in American Life - Why people came - The melting pot The new immigration - Immigration in the 20 th century - Differences between the Old, New, and recent immigrant periods
More information5. Base your answer on the map below and on your knowledge of social studies.
Name: 1. To help pay for World War II, the United States government relied heavily on the 1) money borrowed from foreign governments 2) sale of war bonds 3) sale of United States manufactured goods to
More informationWESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM United States History II Term 1
WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM United States History II Term 1 Goal: Global And Domestic Struggles (1914-1939) - The learner will appraise the economic, social, and political changes
More informationDates to Memorize When Preparing For the AP U.S. History Exam
Dates to Memorize When Preparing For the AP U.S. History Exam Schlesinger s Cycles of American History Historian Arthur Schlesinger believed the U.S. entered a period of public action and political reform
More informationA Correlation of United States History, 2018, to the Virginia Standards of Learning for Virginia and United States History
Virginia Standards of Learning United States History, 2018 T = Topic; L = Lesson The standards for Virginia and United States History expand upon the foundational knowledge and skills previously introduced
More informationU nited S tates H istory- A
August 15 19 2016-2017 USH-A Scope & Sequence U nited S tates H istory- A misssmolar.weebly.com Monday, Aug 15: NO SCHOOL Tuesday, Aug 16: NO SCHOOL Wednesday, Aug 17: Introduction/Syllabus Thursday, Aug
More information4. Analyse the effects of the Mexican American War ( ) on the region.
Listed below are actual test questions from IB exams past. You should strongly consider using one of these questions as the basis for your IA. Feel free to tweak the question to better allow you to focus
More informationUS Survey Course. Introduction. Essential Questions
US Survey Course Introduction I. Balancing Liberty and Order 1753 1820 (4 5 II. An Emerging New Nation 1783 1855 (6 9) III. Division and Uneasy Reunion 1846 1877(10 12) IV. Expansion: Rewards and Costs
More informationPrentice Hall. African-American History Grades Oklahoma Priority Academic Student Skills (PASS) for High School US History 1850-Present
Prentice Hall Grades 9-12 African-American History 2006 C O R R E L A T E D T O for High School US History 1850-Present Grades 9-12 UNITED STATES HISTORY 1850 to the Present High School The focus of the
More informationHistory 114: Introduction to Modern American History
History 114: Introduction to Modern American History Professor Michael Flamm Ohio Wesleyan University Elliott Hall: (740) 368-3634 mwflamm@owu.edu Office Hours: M-W-F 3-4 pm (or by appointment) Spring
More informationHarry Truman Dwight Eisenhower John F. Kennedy
Harry Truman Dwight Eisenhower John F. Kennedy Years in office Political Party Decisions or Decisions, Acts, or Identify 2 significant social aspects of this era Lyndon Johnson Richard Nixon Gerald Ford
More information