TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE FOR: US II HISTORY & US II HISTORY HONORS

Transcription

1 TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE FOR: US II HISTORY & US II HISTORY HONORS Course Description In this full year academic survey course, students engage in an analysis of 20 th and 21 st Century United States history. Students chronologically evaluate historical and contemporary issues and are challenged to think conceptually about the American past and to focus on historical change over time. Students will interpret this history through class dialogue, debates, select readings, internet-based activities, and extensive media analysis. Students will work both individually and in groups, using a variety of methods, including technology, to present their research and conclusions. US II History Honors addresses the same content in a more exacting manner and requires students to complete more rigorous performance requirements and assessments. The following curriculum is aligned with the 2009 New Jersey Core Curriculum Standards and the National Common Core Standards for English Language Arts and Literacy in History/Social Studies. Pacing Guide: Unit Unit Pacing Days American Global Interests, World War I and The Roaring Twenties The Great Depression and World War II The Cold War, Civil Rights & Social Change in the 1940s, 50s and 60s Contemporary Issues Vietnam to Modern Times MP1 44 MP2 44 MP3 44 MP 4 44

2 Unit 1: American Global Interests, WWI and the Roaring Twenties Pacing: MP 1 Content Area/Course: United States II History Stage 1- Desired Results: NJCCCS & CCSS Addressed in this Unit D.6.b Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power A.7.a Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war A.7.b Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war (i.e., the Espionage Act and the Sedition Amendment) on individual rights A.7.c Analyze the Treaty of Versailles and League of Nations from the perspectives of different countries B.7.a Explain how global competition by nations for land and resources led to increased militarism C.7.a Determine how technological advancements affected the nature of WW I on land, water, and in the air C.7.b Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I D.7.a Evaluate the effectiveness of Woodrow Wilson s leadership during and immediately after World War I D.7.b Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I D.7.c Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I A.8.a Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer A.8.b Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism A.8.c Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor organizations B.8.a Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices on people and the environment C.8.a Analyze the push-pull factors that led to the Great Migration C.8.b Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women D.8.a Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in violence D.8.b Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values. RH RH RH RH RH RH RH RH RH RH 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. 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. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 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. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. By the end of grade 12, read and comprehend history/social studies texts in the grades 11 CCR text complexity band independently and proficiently. Write arguments focused on discipline-specific content. Write informative/explanatory texts, including the narration of historical events, scientific procedures/

3 experiments, or technical processes. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print & 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 flow of ideas, avoiding plagiarism & overreliance on any one source and following a standard citation format Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Essential Questions How did the US demonstrate its growing interest in the Pacific and Latin America? What were the causes and effects of WWI? Why did the US become involved in WWI? How did the arrival of US troops affect the course of WWI? Is there a benefit to isolationism? How did the nation react to change in the 1920 s? How does an influx of various ethnic and racial groups into an area lead to ethnic and racial tensions? Enduring Understandings America started its emergence as a world power because of international trade US involvement in WWI affected politics, the economy, and geopolitical relations following the war The 1920s saw social, economic, technological, and political changes The US became more isolationist during this time. 1920s also saw an increase in social and racial tensions and economic problems leading to the Great Depression Unit Content: Cover in This Approximate Order: 1. US Imperialism Pacific Hawaii, Samoa, China Spanish American War US & the Philippines Panama Canal & Roosevelt Corollary 2. WWI from an American Perspective origins, US neutrality, enters war home front/ war effort Treaty of Versailles, League of Nations 3. Roaring Twenties Red Scare, Prohibition, new mass culture economy, social conflict, Great Migration music/literature, Harlem Renaissance (see SLOs) Unit Skills Chronological Thinking Compare present/past events to evaluate consequences of past decisions and to apply lessons learned Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape. Spatial Thinking Construct various forms of geographic representations to show spatial patterns of physical/human phenomena Relate current events to the physical and human characteristics of places and regions. Critical Thinking Distinguish valid arguments from false arguments when interpreting current and historical events. Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias. Presentation Skills Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format.

4 Stage 2- Assessment Writing Project: See Appendix for details. Suggested Performance Task & Criteria: Other Evidence (Formative & Summative): Formative: Differentiated Interactive Notebook Entries Student Role-Playing Activities Teacher Observation Exit Slips & Reflections Quizzes Required: Suggested: Summative: Common Unit Assessment at end of MP Teacher-Created Assessment at mid MP Stage 3 Learning Plan: Student Learning Objectives Instructional Activities/Strategies to enable students to achieve desired results: Write an argument evaluating the extent to which the national interests and foreign policies of McKinley, Roosevelt, Taft, and Wilson adhered to or conflicted with American ideals of freedom and selfdetermination (Spanish American War, Roosevelt Corollary, Panama Canal Dollar Diplomacy (Latin America), Open Door Policy). Explain how global competition for land, resources, and trade by the United States, Germany, Russia, France, and Britain led to increased militarism and wars during this time period. Analyze in detail the series of events (loans, Lusitania, submarine warfare, Zimmerman telegram) that moved the United States from neutrality regarding WWI to entry into the war. Determine the extent to which propaganda by the government, the media, and special interest groups was used to shape American public opinion and foreign policy during World War I. Evaluate the impact on individual rights of government policies designed to promote patriotism and to protect national security (Espionage Act and the Sedition Amendment). Determine how technologies altered WWI and influenced future technological advancement. Compare the point of view of two or more historians regarding their evaluation of the effectiveness of Wilson s leadership on international issues (i.e., Fourteen Points, Treaty of Versailles and the League of Nations) and note which details they include and emphasize. Analyze the impact (e.g., reparations, loss of land, disarmament) of the Treaty of Versailles and the League of Nations from the perspectives of different countries, citing specific text evidence and using quantitative data. Analyze the push-pull factors that led to the Great Migration and increase in racial tensions, restrictive laws, repressive organizations, and violence, using quantitative or qualitative data. Cite specific evidence of social intolerance, xenophobia, and fear of anarchists that lead to government policies restricting immigration, advocacy, and labor organizations (e.g., Red Scare, Sacco and Vanzetti, National Origins Act of 1924). Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values. Use technology to demonstrate how social, cultural, and technological changes during the interwar period affected the role and status of women (e.g., radio, telephone, automobiles, streetcars, appliances, suburbs, movies, and popular magazines). Draw evidence from informational texts to analyze the economic, social, and political factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I. WHST D.6.b B.7.a B.6.a RH A.7.a RH D.7.b A.7.b D C.7.a RH D.7.a RH RH A.7.c RH C.8.a D.8.a C.7.b RH A.8.c D.8.b WHST C.8.b C.7.b WHST D.7.c

5 Accommodations for ELL and Special Education Students: See Appendix Unit Resources Student Text Glencoe: American Vision Chapters Primary/Secondary Sources: See Appendix for comprehensive primary sources Technology Integration Suggested Software/Hardware/Websites: Desktop Computers/Mobile Laptop Carts Cicero Beyond the Textbook (Code: WW08100) See Appendix for relevant websites See Social Studies Department Webpage for Comprehensive List of General Resources

6 Unit 2: The Great Depression and WWII Pacing: MP 2 Content Area/Course: United States II History Stage 1- Desired Results: NJCCCS & CCSS Addressed in this Unit A.9.a B.9.a C.9.a C.9.b C.9.c C.9.d D.9.b A.10.a A.10.b A.10.c B.10.a C.10.a C.10.b D.10.b D.10.c D.10.d A.11.b A.11.c A.11.d A.11.e B.11.a C.11.b D.11.a D.11.d D.11.e RH RH RH RH RH RH RH Analyze how the actions and policies of the US government contributed to the Great Depression. Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression. Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the country s economic health. Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used to evaluate the health of the economy. Explain the interdependence of various parts of a market economy. Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability. Analyze the impact of the Depression on the family, migratory groups, and minorities. Explain how and why conflict developed between the Supreme Court and other branches of government over aspects of the New Deal. Assess the effectiveness of governmental policies enacted during the New Deal period (i.e., the FDIC, NLRB, and Social Security) in protecting the welfare of individuals. Evaluate the short- and long-term impact of the expanded role of government on economic policy, capitalism, and society. Assess the effectiveness of New Deal programs designed to protect the environment. Evaluate the effectiveness of economic regulations and standards established during this time period in combating the Great Depression. Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today. Compare and contrast the leadership of FDR and those of past and recent presidents. Explain how key individuals, including minorities and women (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New Deal. Determine the extent to which New Deal public works and arts programs impacted the nation. Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time. Determine if US policies regarding Japanese internment and actions against other minority groups were a denial of civil rights. Analyze the decision to use the atomic bomb and the consequences of doing so. Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides. Explain the role that geography played in the development of military strategies and weaponry in World War II. Relate new wartime inventions to scientific and technological advancements in the civilian world. Analyze the roles of various alliances and their leaders in the conduct and outcomes of WW II. Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust. Explain how WWII 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. 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. 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. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text. 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. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

7 RH RH RH Evaluate author s premises, claims & evidence by corroborating or challenging them w/other info. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Read and comprehend history/social studies texts independently and proficiently. Write arguments focused on discipline-specific content. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant info 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. Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Essential Questions What economic problems threatened the economic boom of the 1920 s? Why were some people hurt more than others during the Great Depression? Is govt regulation necessary to control the economy? Can the actions of some individuals or corporations have a negative effect on the nation s economy? Should the United States have entered World War II earlier to aid the European nations being devastated by the Axis powers? Could the Holocaust have been avoided? Should the United States have treated its citizens of Japanese descent differently? Should the United States have dropped the Atomic bomb on Hiroshima and Nagasaki? Enduring Understandings The stock market crash of 1929 caused an upheaval in American society its politics, and economy. Actions and policies of the United States government contributed to the Great Depression. Farming practices, overproduction, and the dust bowl helped to create and worsen the Great Depression. Governmental programs enacted during the New Deal (FDIC, NCLB, Social Security) sought to protect citizens. Minorities helped shape the core ideologies and policies of the New Deal. Alliances between countries and their leaders led to World War II Minority groups expressed a strong sense of nationalism, despite the discrimination they faced in the military and workforce Geography played a significant role in the outcome of World War II in all military theaters Significant civil rights violations took place including the Japanese internment and actions against other minority groups.

8 Unit Content: Cover in This Approximate Order: 1. Great Depression Causes, govt. policies, factors of production New Deal - US govt. actions, impact of minorities on New Deal development 2. WWII from American Perspective causes, development, effects Japanese internment Read When the Emperor Was Divine US role in Holocaust Use of Atomic Bomb, results (see SLOs) Unit Skills Chronological Thinking Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape. Spatial Thinking Construct various forms of geographic representations to show the spatial patterns of physical and human phenomena. Relate current events to the physical and human characteristics of places and regions. Critical Thinking Distinguish valid arguments from false arguments when interpreting current and historical events. Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias. Presentation Skills Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format. Reparations Project: See Appendix. Stage 2- Assessment Suggested Performance Task & Criteria: Other Evidence (Formative & Summative): Formative: Differentiated Interactive Notebook Entries Student Role-Playing Activities Teacher Observation Exit Slips & Reflections Quizzes Required: Suggested: Summative: Common Unit Assessment at end of MP Teacher-Created Assessment at mid MP

9 Stage 3 Learning Plan: Student Learning Objectives Instructional Activities/Strategies to enable students to achieve desired results: Evaluate various explanations for the 1929 stock market crash and determine which explanation best accords with textual evidence by examining the following economic conditions of the time period: uneven distribution of wealth, easy credit, stock market speculation, overproduction of consumer goods, and; weak farming economy. Compare and contrast the causes and outcomes of the stock market crash in 1929 with other periods of economic instability (e.g., the depression of 1807, the Long Depression of 1873, the Panic of 1907, the double dip of the 1980s, the Great Recession of 2008). Determine the extent to which the Treaty of Versailles, war debt repayment, and international banking contributed to the worldwide economic collapse. Write an argument assessing the effectiveness of governmental policies (i.e., FDIC, NLRB, and Social Security) enacted during the New Deal period in protecting the welfare of individuals. Evaluate how and why conflict developed over the New Deal between the Supreme Court and other branches of government by analyzing the decisions of Schechter v. U.S., and Butler v. U.S., as well as other primary source documents. Conduct short research to compare and contrast the roles of Eleanor Roosevelt and Frances Perkins in promoting equality for women and minorities during the New Deal era. Draw evidence from informational texts to support analysis, reflection, and research to determine the economic ideological leanings of the two major political parties during the New Deal and today. Evaluate authors premises regarding the philosophies of isolationism, neutrality, appeasement, and interventionism in response to aggressive policies and actions taken by other nations. Evaluate authors differing points of view to determine if the American internment of Japanese, German, and Italians was a denial of civil rights. Explain the contribution of minority groups to the war effort despite the discrimination that they faced (e.g., the Tuskegee Airmen, Native American Code Talkers, Women Air Force Service Pilots, Japanese American 442 nd Infantry Regimental Combat Team, Mexican Americans). Relate new wartime inventions to scientific and technological advancements in the civilian world (e.g., nuclear technology, improved aeronautical design, communication innovations, food preservatives). Evaluate the short and long-term impacts of the conversion of American industries from consumer-oriented manufacturing to military production during WWII. Analyze the decision to use the atomic bomb and the consequences of doing so. Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust. Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides. RH A.9.a A.9.a C.9.d D.9.a A.10.b RH A.10.a D.10.c C.10.b RH A.11.b RH A.11.c D.11.c C.11.b C.11.a A.11.d D.11.d A.11.e

10 Accommodations for ELL and Special Education Students: See Appendix Unit Resources Student Text Glencoe: American Vision Chapters Historical Novel: When the Emperor Was Divine by Julia Otsuka Primary/Secondary Sources: Technology Integration Suggested Software/Hardware/Websites: Desktop Computers/Mobile Laptop Carts Cicero Beyond the Textbook (Code: WW08100) See Appendix for relevant websites See Social Studies Department Webpage for Comprehensive List of General Resources See Appendix for comprehensive primary sources

11 Unit 3: The Cold War, Civil Rights & Social Change in the 1940s, 50s and 60s Pacing: MP 3 Content Area/Course: United States II History Stage 1- Desired Results: NJCCCS & CCSS Addressed in this Unit A.12.a A.12.b A.12.c B.12.a C.12.a C.12.d D.12.a D.12.b D.12.c A.13.a A.13.b A.13.c B.13.a B.13.b C.13.a C.13.b C.13.c C.13.d D.13.a D.13.b RH RH RH RH RH RH RH RH RH RH Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War & the Cuban Missile Crisis. Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War and other conflicts. Explain how the Arab-Israeli conflict influenced American foreign policy. Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post-world War II period. Explain implications/outcomes of Space Race from perspectives of scientific community, government & people Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability. Analyze impact of US governmental policies on independence movements in Africa/Asia/Caribbean/Middle East Analyze efforts to eliminate communism, and their impact on individual civil liberties. Evaluate development of nuclear weapons by industrialized/developing nations & effect on intl. relations Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey s Law Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation and discrimination. Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., Brown v. Board of Education, the Civil Rights Act, the Voting Rights Act) in promoting civil liberties and equal opportunities. Determine the extent to which changes in national policy after 1965 impacted immigration to NJ and the US Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities. Evaluate effectiveness of environmental movements & influence on public attitude/environmental protection laws Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights. Evaluate the effectiveness of economic policies that sought to combat post-world War II inflation. Determine the effectiveness of social legislation that was enacted to end poverty in the 1960s Relate American economic expansion after World War II to increased consumer demand. Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans. Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies. 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. 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. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text 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. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Read and comprehend history/social studies texts independently and proficiently. Write arguments focused on discipline-specific content. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

12 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 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. Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Essential Questions How could allies become enemies? Is brinksmanship a wise method to solve crises? How did the Cold War influence US involvement in Korean War? How detrimental was McCarthyism to t democracy in the US? How can a society as diverse as the United States ever fairly balance majority rule with minority rights? Why does racial prejudice still exist? Enduring Understandings Cold War tensions between US and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years. Civil Rights movement marked a period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously discriminated against. Unit Content: Unit Skills Cover in This Approximate Order: 1. Cold War in the 1940s, 1950s, 1960s Causes and rise of brinksmanship Korean War McCarthyism and anti-communism Expansion of Nuclear Weapons 2. Civil Rights Movement & Social Change Events in the 1940s, 1950 & 1960s Civil Rights Movement American Indian Movement La Raza Movement (see SLOs) Chronological Thinking Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape. Spatial Thinking Construct various forms of geographic representations to show the spatial patterns of physical and human phenomena. Relate current events to the physical and human characteristics of places and regions. Critical Thinking Distinguish valid arguments from false arguments when interpreting current and historical events. Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias. Presentation Skills Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format.

13 Stage 2- Assessment Suggested Performance Task & Criteria: Project: Presidential Journal Writing. See Unit 3 Appendix. Other Evidence (Formative & Summative): Formative: Differentiated Interactive Notebook Entries Student Role-Playing Activities Teacher Observation Exit Slips & Reflections Quizzes Required: Suggested: Summative: Common Unit Assessment at end of MP Teacher-Created Assessment at mid MP Stage 3 Learning Plan: Student Learning Objectives Instructional Activities/Strategies to enable students to achieve desired results: Cite specific textual evidence to evaluate the effectiveness of the Marshall Plan in the rebuilding of European nations in the post-world War II period. Gather relevant information from multiple sources to analyze how ideological differences between the US and its allies, and the Soviet Union and its allies, contributed to the Cold War. Integrate information from diverse sources, noting discrepancies among sources, to analyze the impact of McCarthyism on individual civil liberties. Draw evidence from informational text to evaluate US involvement in conflicts intended to contain communism, including the Korean War and Cuban Missile Crisis. Write an informative text that explains constitutional issues involving war powers, as they relate to United States military intervention in the Korean War. Evaluate authors differing points of view of the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the public. Evaluate various explanations for the impetus for the Civil Rights Movement and determine which explanation best accords with textual evidence. Conduct research to explain how individuals and organizations used economic measures (i.e.., Montgomery Bus Boycott, etc.) as weapons in the struggle for civil and human rights. Integrate information from primary and secondary sources into a coherent understanding of the passive resistance and militant response philosophies of the Civil Rights movement. Draw evidence from informational texts to compare and contrast the legacies of Dr. Martin Luther King and Malcolm X. Write an argument that analyzes the government s effectiveness in promoting civil liberties and equal opportunities after examining the Civil Rights Act & Voting Rights Act. Write an argument that analyzes the effectiveness of New Jersey s government in eliminating segregation and discrimination after examining: New Jersey Constitution of 1947 Hedgepeth and Williams v. Trenton Board of Education Evaluate the effectiveness of the American Indian Movement including the occupation of Alcatraz, Wounded Knee, and the Indian Self-Determination Act of Evaluate the effectiveness of the La Raza Movement including the Mendez v. Westminster School District decision, United Farm Workers Strike, and the actions by Cesar Chavez. RH B.12.a A.12.a RH D.12.b A.12.a A.12.b RH C.12.a RH D.13.a C.13.a RH D.13.b D.13.b 12.1 a-e A.13.b 12.1 a-e A.13.a D.13.c D.13.c

14 Accommodations for ELL and Special Education Students: See Appendix Unit Resources Student Text Glencoe: American Vision Chapters Historical Novel: Mississippi Trial, 1955 by Chris Crowe Technology Integration Suggested Software/Hardware/Websites: Desktop Computers/Mobile Laptop Carts Cicero Beyond the Textbook (Code: WW08100) See Appendix for relevant websites See Social Studies Department Webpage for Comprehensive List of General Resources Primary/Secondary Sources: See Appendix for comprehensive primary sources

15 Unit 4: Contemporary Issues Vietnam to Modern Times Pacing: MP 4 Content Area/Course: United States II History Stage 1- Desired Results: NJCCCS & CCSS Addressed in this Unit D.12.d D.12.e A.12.a A.12.b A.13.b A.14.d B.14.a C.14.b D.14.a D.14.d D.14.e A.15.b A.15.c A.15.d A.15.e C.15.a D.15.b D.15.c D.15.d RH RH RH RH RH RH RH RH Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts. Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War. Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Vietnam War. Examine constitutional issues involving war powers, as they relate to United States military intervention in the Vietnam War. Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, and Roe v. Wade) in promoting civil liberties and equal opportunities. Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms. Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues. Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy Determine the relationship between United States domestic and foreign policies. 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. Evaluate the role of religion on cultural and social mores, public opinion, and political decisions. Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems. Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations. Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy. Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations. Relate the role of America s dependence on foreign oil to its economy and foreign policy. Compare the perspectives of other nations and the US regarding United States foreign policy. 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. Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government, and assess the effectiveness of actions taken by the US to prevent terrorism. 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. 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. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text. 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. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information.

16 RH RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Read and comprehend history/social studies texts independently and proficiently. Write arguments focused on discipline-specific content. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant info 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 & overreliance on any one source and following a standard format for citation. Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Essential Questions What lessons for Americans emerged from the Vietnam War? How have political scandals weakened the integrity of the American political system? How well did US foreign policy decisions meet the challenges of the post-cold War era? What is America s responsibility to the world s community? What debates have arisen since 9/11 about how to balance security while preserving American ideals? How can a society as diverse as the United States ever fairly balance majority rule with minority rights? Why do minorities still struggle for equality in modern America? Enduring Understandings The United States has used various methods to achieve foreign policy goals that affect the global balance of power, national security, other national interests, and the development of democratic societies. Differing views on government s role in social and economic issues led to greater partisanship in government decision making. The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups. Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives.

17 Unit Content: Cover in This Approximate Order: Contemporary United States: Vietnam to the Present Vietnam War Nixon Presidency ERA & Roe v. Wade Ford & Carter Presidencies Energy & Iran Hostage Crises Camp David Accords Reagan Presidency & Conservative Movement Iran Contra & End of Cold War Persian Gulf War Clinton Presidency & Impeachment Election of /11/01 & War on Terror Obama Presidency Domestic Issues Immigration, Economy Unit Skills Chronological Thinking Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape. Spatial Thinking Construct various forms of geographic representations to show the spatial patterns of physical and human phenomena. Relate current events to the physical and human characteristics of places and regions. Critical Thinking Distinguish valid arguments from false arguments when interpreting current and historical events. Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias. Presentation Skills Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format. (see SLOs) Stage 2- Assessment Suggested Performance Task & Criteria: Project: Annotated Bibliography or Research Paper determined collaboratively by the teacher and student. Other Evidence (Formative & Summative): Formative: Differentiated Interactive Notebook Entries Student Role-Playing Activities Teacher Observation Exit Slips & Reflections Quizzes Required: Suggested: Summative: Common Unit Assessment at end of MP Teacher-Created Assessment at mid MP

18 Stage 3 Learning Plan: Student Learning Objectives Instructional Activities/Strategies to enable students to achieve desired results: Write an argument that assesses the effectiveness of government policies in balancing the rights of the individual against the need for national security in recent United States history. Examine how the Supreme Court has interpreted the Constitution to define the rights of the individual by analyzing (in detail) the Supreme Court opinions and impact on public policies. Evaluate authors differing points of view to assess the merit and effectiveness of recent legislation (e.g., Americans with Disabilities Act, Personal Responsibility and Work Opportunity Act, Patient Protection and Affordable Care Act, the Immigration and Nationality Act of 1965) in addressing the health, welfare, and citizenship status of individuals and groups. Integrate information from primary and secondary sources to evaluate the actions of political parties and elected officials with regard to their stated economic ideologies, considering taxation, balancing of the budget, defense spending, and social programs. Conduct research to determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, economic, and political issues (e.g., federal vs. state role in setting and enforcing immigration policy). Participate in a hearing about a social issue with a related economic impact (growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders. Gather relevant information from multiple authoritative print and digital sources to 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. Evaluate various explanations of how the Cold War ended, and determine which explanation best accords with textual evidence, considering: A.14.h RH A.14.b RH A.14.c RH A.14.d B.14.a RH C D.14.d RH A.15.a the foreign policy of the Reagan administration internal weaknesses of the Russian economy the leadership of Mikhail Gorbachev pro-democracy movements within communist nations Conduct research to determine the effectiveness of the United States in pursuing national interests while also attempting to address global problems during this time period. Draw evidence from informational texts to evaluate the role of American diplomacy in developing peaceful relations, alliances, and global agreements with other nations during this time period. Conduct research to compare current case studies involving forced servitude, child labor, and/ or other unfair labor practices in the United States and other nations. Evaluate authors differing points of view on the effectiveness with which the United States government addresses economic issues involving individuals, businesses and/ or other countries A.15.b A.15.c A.2 RH A.16.c Accommodations for ELL and Special Education Students: See Appendix Unit Resources Student Text Glencoe: American Vision Chapters Primary/Secondary Sources: See Appendix for comprehensive primary sources Technology Integration Suggested Software/Hardware/Websites: Desktop Computers/Mobile Laptop Carts Cicero Beyond the Textbook (Code: WW08100) See Appendix for relevant websites See Social Studies Department Webpage for Comprehensive List of General Resources