ACKNOWLEDGMENTS. Tiffany Lynch, Program Supervisor of Literacy. Donna Gerardo Stephen Radler

Transcription

1 CURRICULUM FOR HONORS AMERICAN HISTORY II GRADE 10

2 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Tiffany Lynch, Program Supervisor of Literacy The Board acknowledges the following who contributed to the preparation of this curriculum. Donna Gerardo Stephen Radler Subject/Course Title: Date of Board Adoptions: Honors American History II August 30, 2011 Grade 10 Revised November 21, 2017

3 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Social Studies Unit Title: The Great Depression Target Course/Grade Level: Honors American History II - Grade 10 Unit Summary This unit will introduce students to the impetus for FDR s New Deal legislations and the impact of these policies on the American nation. Approximate Length of Unit: 5 weeks Primary interdisciplinary connections: Literature, Art, Economics Standards: 6.1 U.S History: America in the World: LEARNING TARGETS All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Content Strand: A.9.a- Analyze how the actions and policies of the United States government contributed to the Great Depression B.9.a- Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression C.9.a- Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the country s economic health C.9.b- 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 C.9.c- Explain the interdependence of various parts of a market economy C.9.d- Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic stability D.9.a- Explore the global context of the Great Depression and the reasons for the worldwide economic collapse B.9.b- Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities A.10.a- Explain how and why conflict developed between the Supreme Court and other branches of government over aspects of the New Deal A 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 A.10.c- Evaluate the short-and long-term impact of the expanded role of government on economic policy, capitalism, and society B.10.a- Assess the effectiveness of New Deal programs designed to protect the environment C.10.a- Evaluate the effectiveness of economic regulations and standards established during this time period in combating the Great Depression C.10.b- Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today D.10.a- Analyze how other nations responded to the Great Depression D.10.b- Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents D.10.c- 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 D.10.d- Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation. History/Social Studies Grades 9-10: RH RH Analyze in detail a series of events described in a text, determine whether earlier events caused later ones or simply preceded them. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

4 21 st Century Life and Career Skills: A A A A.11 Unit Understandings Analyze how the economic, social, and political conditions of a time period can affect starting a business and can affect a plan for establishing such an enterprise. Analyze how personal and cultural values impact spending and other financial decisions. Explain the relationship between government programs and services and taxation. Explain how compulsory government programs (e.g, Social Security, Medicare) provide insurance against some loss of income and benefits to eligible recipients. Students will understand that President Roosevelt takes many actions to combat the Depression. The Second New Deal institutes new programs to extend federal aid and stimulate the nation s economy. New Deal policies and actions affect Americans in all walks of life. The Democratic Party forms a new political coalition. Motion pictures, radio, art, and literature all blossom during the period of the New Deal. The New Deal affects American society not only in the 1930s but also in the decades that follow. Unit Essential Questions How did Franklin Roosevelt change the role of the federal government during his first Hundred Days? Explain reasons why some people opposed the New Deal. In what ways did the New Deal programs extend federal aid? How did the Wagner Act help working people? Explain the impact the New Deal had on various ethnic groups. Why did many urban voters support Roosevelt and the Democratic Party? What purpose did movies and radio serve during the Great Depression? Explain how the New Deal programs supported artists and writers in the 1930s. List five New Deal agencies that are still in place today. What benefits did the Tennessee Valley Authority provide? What negative impact did the Tennessee Valley Authority provide? Knowledge and Skills Students will know Key terms: New Deal, Works Progress Administration, Social Security Act, Congress of Industrial Organizations, Tennessee Valley Authority. Key people: Franklin Delano Roosevelt, Eleanor Roosevelt, Mary McCloud Bethune, Orson Welles, Richard Wright. FDR expanded the role of the government through programs designed to restore public confidence and provide jobs during his first hundred days. Some Americans opposed the New Deal because it gave the government too much power. Many Americans felt that the New Deal did not provide enough aid to those that needed it. The New Deal offered aid through programs, such as WPA, NYA, FSA, and Social Security. These programs offered jobs, loans, and aid to those in need. The Wagner Act supported the right of workers to unionize. FDR failed to support civil rights for African Americans. Mexican-Americans worked for low wages. Native Americans benefited from the Indian Reorganization Act of The Democrats supported labor legislation and programs that helped the urban poor. The movies and radio gave Americans a pleasant escape from the reality of the Depression. New Deal programs funded artists and writers to produce works of art. New Deal agencies that are still in place today are: the Federal Deposit Insurance Corporation, Securities and Exchange Commission, the National Labor Relations Board, Social Security, and the Tennessee Valley Authority. The Tennessee Valley Authority provided food control, hydroelectric power, conservation, and recreational facilities. Students will be able to Summarize the initial steps Roosevelt took to reform banking and finance. Describe New Deal work programs. Identify critics of FDR s New Deal. Describe the purpose of the Second New Deal. Summarize New Deal programs for farmers. Identify the Second New Deal programs aimed at assisting young people and professionals. Summarize labor and economic reforms carried out under the Second New Deal. Analyze the effects of the New Deal programs on women.

5 Describe Roosevelt s attitude toward African-Americans. Identify the groups that formed the New Deal coalition. Describe the supporter of FDR s New Deal. Describe the entertainment provided by motion pictures and radio. Identify some of the artists and writers of the New Deal era. Summarize opinions about the effectiveness of the New Deal. Describe the legacies of the New Deal. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Chapter Quizzes Chapter Tests Projects- Have students research different groups (i.e., men, women, children, elderly, African American, Mexican American) and present their findings on how the depression directly affected them. HSPA Open-Ended Question Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Chart- List the problems that President Roosevelt confronted and how he tried to solve them. Chart- Show how groups such as farmers, the unemployed, youth, and retirees were helped by the Second New Deal. Web Diagram- Note the effects of the New Deal on American women, African Americans, Mexican-Americans, Native Americans, unionized workers, and urban Americans. Web- Filling in the names of those who contributed to each aspect of American culture in the 1930s. Cluster Diagram- Show the long-term effects of the New Deal. RESOURCES Teacher Resources: Video/DVD Various online pages and activities Various Primary Source documents Textbook- The Americans Reconstruction to the 21 st Century Equipment Needed: Computers Television DVD player

6 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Social Studies Unit Title: World War II and Its Aftermath Target Course/Grade Level: Honors American History II- Grade 10 Unit Summary This unit will introduce students to the impetus of FDR s New Deal legislations and the impact these policies had on the American nation. Students will trace the rise of dictators, the beginnings of war, and the American response in the 1930s. Students will understand the military campaigns, political decisions, and efforts on the home front that won World War II. Students will understand the international and domestic tensions resulting from the Cold War. Students will also understand the economic, social, and cultural changes that occurred in postwar America. Approximate Length of Unit: 11 weeks Primary interdisciplinary connections: Literature, World History Standards: 6.1 U.S. History: America in the World: LEARNING TARGETS All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Content Strand: A.11.a- Evaluate the effectiveness of international agreements following World War I in preventing international disputes during the 1920s and 1930s A.11.b- Compare and contrast different perspectives about how the United States should response to aggressive policies and actions taken by other nations at this time A.11.c- Determine if American policies regarding Japanese interment and actions against other minority groups were a denial of civil rights A.11.d- Analyze the decisions to use the atomic bomb and consequences of doing so A.11.e- Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides B.11.a- Explain the role that geography played in the development of military strategies and weaponry in World War II C.11.a- Apply opportunity cost and trade-offs to evaluate the shift in economic resources from the production of domestic to military goods during World War II, and analyze the impact of the post- war shift back to domestic production C.11.b- Relate new wartime inventions to scientific and technological advancements in the civilian world D.11.a- Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of World War II D.11.b- Evaluate the role of New Jersey( i.e., defense industries, Seabrook Farms, military installations, and Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World War II D.11.c- Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense of nationalism despite the discrimination they experienced in the military and workforce D.11.d- Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the holocaust D.11.e- Explain how World War II and the Holocaust led to the creation of international organizations ( i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations A.12.a- 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, and the Vietnam War A.12.b- Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts B.12.a- Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post World War II period C.12.a- Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people C.12.b- Assess the impact of agricultural innovation on the world economy C.12.c- Analyze how scientific advancements impacted the national and global economies and daily life.

7 C.12.d- Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability D.12.b- Analyze efforts to eliminate communism, such as McCarthyism, and its impact on individual civil liberties D.12.c-Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations B.13.a- Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities C.13.d- Relate American economic expansion after World War II to increased consumer demand D.13.d- Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as a catalysts for the counterculture movement. History/ Social Studies Grades 9-10 RH RH RH RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Assess the extent to which the reasoning and evidence in a text support the author s claims. 21 st Century Life and Career Skills: C C D D.2- Unit Understandings Analyze the common traits of effective state, national, or international leaders. Analyze the common traits of effective state, national, or international leaders. Interpret spoken and written communication within the appropriate cultural context. Determine the immediate and long-term effects of cross- cultural misconceptions or misunderstandings resulting from past or current international issues or events. Students will understand that The United States remained isolated from world affairs as economic and political factors led to the rise of nationalist leaders in the Soviet Union, Germany, and Italy. A series of bold moves by Adolf Hitler and weak countermoves by other leaders triggers World War II in Europe. Hitler s plan for conquering the world included the killing of Jews and other ethnic groups, which is carried out through the use of extermination. The United States provided aid to nations resisting Hitler and enters World War II after the bombing of Pearl Harbor. The United States entered the war and mobilized it citizens and resources to give its allies an unprecedented military and industrial support. The United States, Great Britain, and the Soviet Union cooperate in the fight to defeat Germany and its allies. America waged an aggressive military campaign against Japan in the Pacific islands and finally ends the war. Americans began to adjust to new economic opportunities and continuing social problems after World War II. The Allied coalition falls apart as the United States and the Soviet Union find themselves in conflict with each other. U.S containment policies and Communist success in China and North Korea led to the Korean War. The Cold War creates a fear of Communist influence in the United States. Tensions mount between the United States and the Soviet Union as both try to spread their influence around the world. After World War II the economy booms in the United States and the country becomes conservative. Many Americans find their dream of material comfort and economic prosperity realized. Mass popular culture booms, largely because of television. The media generally reflected mainstream middle-class values, however a vital counterculture emerged. Many Americans suffered from poverty and racial discrimination, despite unprecedented economic prosperity in the nation. Unit Essential Questions What were Stalin s goals and what steps did he take to achieve them? How did Germany s and Italy s involvement affect the outcome of the Spanish Civil War? Why was the blitzkrieg effective? What terms of surrender did Hitler demand of the French after the fall of France in 1940? What groups did Nazis deem unfit to belong to the Aryan master race? How did some Europeans show their resistance to Nazi persecution of the Jews? What congressional measures paved the way for the U.S entry into World War II? Why did the United States enter World War II? How did the U.S military reflect the diversity of American society during World War II? How did the federal government s actions influence civilian life during World War II? What role did the media play in helping the country mobilize? How did the Allies win control of the Atlantic Ocean between 1941 and 1943? What was the significance of the Battle of Stalingrad? How did the Battle of the Bulge signal the beginning of the end of World War II in Europe?

8 Briefly describe the island war in the Pacific. Why did President Truman decide to use atomic weapons? How did the U.S economy change during World War II? What events showed the persistence of racial tensions? What were the goals of U.S foreign policy in the Cold War? Describe the Truman Doctrine and how Americans reacted to it? What was the purpose of the NATO alliance? What global events led to US involvement in Korea? What issue between General Douglas MacArthur and President Truman eventually cost MacArthur his job? What actions of Joseph McCarthy worsened the national hysteria about communism? How did the Rosenberg case fuel anti-communist feeling? How did the U.S., including the CIA, wage the Cold War in the 1950s? How did the G.I Bill of Rights help World War II veterans? What domestic and foreign issues concerned voters during the 1952 presidential election? What shift in employment trends had occurred by the mid 1950s? How did life in the suburbs provide the model for the American dream? What strategies did radio stations use to counteract the mass popularity of television? How did African American performers influence American popular culture in the 1950s? How did many major cities change in the 1950s? What obstacles to improving their lives did Native Americans face in the 1950s? Knowledge and Skills Students will know Key terms: fascism, Nazism, appeasement, Holocaust, genocide, Axis powers, Allies, Manhattan Project, rationing, D-Day, V-E Day, Hiroshima, GI Bills of Rights, Congress of Racial Equality, containment, North Atlantic Treaty Organization, Korean War, McCarthyism, brinkmanship, Central Intelligence Agency, U-2 incident, suburbs, Dixiecrat, Fair Deal, conglomerate, baby boom, mass media, beat movement, rock n roll, urban renewal, bracero. Key people: Adolf Hitler, Winston Churchill, Charles De Gaulle, A. Philip Randolph, Dwight D. Eisenhower, Douglas MacArthur, Mao Zedong, John Foster Dulles, Nikita Khrushchev. Stalin wanted to make the Soviet Union socialist by ending private enterprise. Hitler and Mussolini s military support helped Franco take power in Spain, Blitzkrieg was meant to surprise the enemy and crush them with overwhelming force. Hitler wanted German occupation of northern France and the establishment of a Nazi-controlled puppet government in southern France. The Nazis felt that Jews, gypsies, homosexuals, people with mental or physical disabilities, Poles, Ukrainians, and Russians, were all groups that needed to be exterminated. Some people risked death by hiding Jews in their homes or helping them to escape to neutral countries. Congressional measures such as increased defense spending, peacetime draft, Lend Lease Act, and an end to the ban against arming merchant ships lead the United States to enter World War II. The United States entered World War II because the Japanese bombed Pearl Harbor. The United States military in World War II was made up of large numbers of Whites, Africa Americans, Native Americans, Mexican Americans, and Asian Americans. The Federal government during World War II drafted civilians and established a system of rationing and other economic controls. The media issued propaganda films that stressed the alliance between the United States and the Soviet Union and reinforced the view of Germany as the enemy. Allies controlled the Atlantic Ocean through the use of the convoy system and an accelerated shipbuilding program. The Battle of Stalingrad stopped Hitler s eastward expansion and diverted German troops from the western front. The Battle of the Bulge led to the inability of the Germans to replace the men and weapons they lost and led them to only retreat. The use of the atomic bomb was due to the desire of avoiding the casualties that would result from an invasion of Japan, and to end the war quickly. The allies adopted a policy of leapfrogging from island to island in the Pacific, all the time moving westward toward the Japanese homeland. The U.S economy during World War II had a decrease in unemployment, women took jobs outside of the home, and housing and food were in short supply. Racial tension could be seen through racial riots in Detroit, the zoot suit riots in Los Angeles, and the internment of the Japanese Americans. U.S goals during the Cold War were to encourage democracy, to gain access to raw materials, and markets, to rebuild Europe, and to contain Soviet expansion. The Truman Doctrine was a policy of helping countries resist communist takeover. American strongly supported the Truman Doctrine. NATO was set up to prevent Soviet aggression. The U.S got involved in Korea due to Communist victory in China, and North Korea s attack on South Korea. Truman wanted to limit the Korean War to Korea.

9 MacArthur wanted to bomb and invade China. Joseph McCarthy worsened hysteria for communism in the United States by allegations of Communism in the government and the armed forces. The Rosenberg case involved transfer of nuclear secrets to the Soviets. The CIA sponsored covert actions to overthrow governments unfriendly to the United States during the Cold War. The G.I Bill of Rights included tuition reimbursement, unemployment benefits, and loans to help veterans buy homes, farms, or establish businesses. Domestic and foreign issues of the time were the Korean War stalemate, the rise of McCarthyism, the threat of communism, the expanding power of the federal government, inflation, and labor unrest. By 1956 the majority of Americans held white collar jobs. Suburbia offered affordable single-family houses, good schools, a safe environment for children, and neighbors like themselves. Radio stations offered local programming of the news, weather, music, and community issues. Radio started to target specific audiences such as African Americans. African-American music and performers greatly influenced rock n roll. Many white families moved to the suburbs and the rural poor moved into the cities, which contributed to the economic decline of many large cities. Native Americans faced racial prejudice, inadequate education, lack of jobs, and poor access to medical care. Students will be able to Identify the types of governments that took power in Russia, Italy, Germany, and Japan after World War I. Describe the details of America s turn to isolationism in the 1930s. Explain Hitler s motives for expansion and how Britain and France responded. Describe the blitzkrieg tactics that Germany used against Poland. Summarize the first battles of World War II. Explain the reasons behind the Nazis persecution of the Jews and the problems facing Jewish refugees. Describe the Nazis s final solution to the Jewish problem and the horrors of the Holocaust. Identify and describe the profound and lasting effects of the Holocaust on survivors. Describe the U.S response to the outbreak of war in Europe in Explain how Roosevelt assisted the Allies without declaring war. Summarize the events that brought the United States into armed conflicts with Germany. Describe the American response to the Japanese attack on Pearl Harbor. Explain how the United States expanded its armed forces in World War II. Describe the wartime mobilization of industry, labor, scientists, and the media. Trace the efforts of the U.S government to control the economy and deal with alleged subversion. Summarize the Allies plan for winning the war. Identify events in the war in Europe. Describe the liberation of Europe. Identify key turning points in the war in the Pacific. Describe the Allied offensive against the Japanese. Explain both the development of the atomic bomb and debates about its use. Describe the challenges faced by the Allies in building a just and lasting peace. Describe the economic and social changes that reshaped American life during World War II. Summarize both the opportunities and the discrimination African Americans and other minorities experienced during the war. Explain the breakdown in relations between the United States and the Soviet Union after World War II. Summarize the steps taken to contain Soviet influence. Describe how the Truman Doctrine and the Marshall Plan deepened Cold War tensions. Explain how conflicts over Germany increased fear of Soviet aggression. Explain how Communists came to power in China and how the United States reacted. Summarize the events of the Korean War. Explain the conflict between the President Truman and General MacArthur. Describe the government efforts to investigate the loyalty of U.S citizens. Explain the spy cases of Alger Hiss and Julius and Ethel Rosenberg. Describe the efforts of Senator Joseph McCarthy to investigate alleged Communist influence in the United States. Explain the policy of brinkmanship. Describe the American and Soviet actions that caused the Cold War to spread around the world. Summarize the impact of Sputnik and the U-2 incident on the United States. Identify economic and social problems Americans faced after World War II. Explain how the desire for stability led to political conservatism. Describe causes and effects of social unrest in the postwar period. Contrast domestic policy under presidents Truman and Eisenhower. Explain how changes in business affected workers. Describe the suburban lifestyles of the 1950s. Identify the causes and effects of the boom in the automobile industry.

10 Explain the increase in consumerism in the 1950s. Explain how television programs in the 1950s reflected middle class values. Explain how the beat movement and rock n roll music clashed with middle class values. Describe ways that African-American entertainers integrated the media in the 1950s. Explain how the white migration to the suburbs created an urban crisis. Describe the efforts of minorities to gain equal rights and fight poverty. Assessment EVIDENCE OF LEARNING What evidence will be collected and deemed acceptable to show that students truly understand? Chapter Quizzes Chapter Tests Project- Students will create a multimedia presentation that describes the key events that led to the outbreak of World War II in September of Students will organize the material as if they were reporters covering the key events in the outbreak of World War II. Have students combine their written accounts of the events with appropriate photographs, illustrations, and a headline. Project- Students will pretend to be a prisoner in a concentration camp. They will write a letter to a family member or friend describing the conditions and treatment of the camp. HSPA Open-Ended Question Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Web diagram- The ambitions of the following dictators: Stalin, Mussolini, Hitler, and Franco. Time Line- Trace the movement of German expansion from 1937 to the end of List- Four causes of the Holocaust and then their effects. Time Line- Key events that lead to America s entry into World War II. Web diagram- the ways in which America prepared for war between Time Line- The major events that influenced the fighting in Europe and North Africa. Chart- Describe the significance of key military actions in the Pacific during World War II. List- the advances and problems in the economy and in civil rights during World War II. Graphic Organizer- Describe the U.S actions and the Soviet actions that contributed the most to the Cold War. Time Line- List the major events of the Korean War. Time Line- key events that relate to postwar America between 1946 and Graphic Organizer- List examples of specific goals that characterized the American dream of suburbanites in the 1950s. RESOURCES Teacher Resources: Video/DVD Various online pages and activities Various Primary Source documents Textbook- The Americans Reconstruction to the 21 st Century Equipment Needed: Computers Television DVD player

11 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Social Studies Unit Title: Living With Great Turmoil Target Course/Grade Level: Honors American History II- Grade 10 Unit Summary This unit will introduce students to the achievements and challenges of the Kennedy and Johnson administrations. Students will understand the African American struggle for civil rights during the 1950s and 1960s. Students will understand the military and political events of the Vietnam War in Southeast Asia and its impact on life in the United States. Students will understand the sweeping social protest movements of the 1960s and the quest for radical change initiated by Latinos, Native Americans, women, and young people. Approximate Length of Unit: 12 weeks Primary interdisciplinary connections: Literature, Civics, Government, Art Standards: 6.1 U.S History: America in the World: LEARNING TARGETS All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Content Strand: A.12.a- 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, and the Vietnam War A.12.b- Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts D.12.d- Compare and contrast American public support of the government and military during the Vietnam War with that of other conflict D.12.e- Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War A.13.b- Analyze the effectiveness of national legislation, policies, and Supreme Court decisions(i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Act, Title VII, Title IV, Affirmative Action, Brown vs. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities A.13.c- Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the United States B.13.b- Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws C.13.a- Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as strategies in the struggle for civil and human rights C.13.b- Evaluate the effectiveness of economic policies that sought to combat post- World War II inflation C.13.c- Determine the effectiveness of social legislation that was enacted to end poverty in the 1960s and today D.13.a- Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans D.13.b- Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies D.13.c- Analyze the successes and failures of women s rights organizations, the American Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities D.13.d- Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as a catalysts for the counterculture movement D.13.e- Explain why the Peace Corps was created and how its role has evolved over time D.13.f- Relate the changing role of women in the labor force to changes in the family structure A.14.a- Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times A.14.b- Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.

12 A.14.c- Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups A.14.d- Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms A.14.e- Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern A.14.f- Determine the extent the which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy A.14.g- Analyze the impact of community groups and state policies that strive to increase youth vote ( i.e., distribution of voter registration forms in high schools) A.14.h- Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security B.12.a- Determine the impact of recent immigration and migrations patterns in New Jersey and the United States on demographic, social, economic, and political issues B.14.b- Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States B.14.c- Evaluate the impact of individual, business, and government decisions and actions on the environment, and assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions C.14.a- Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and taxation) and monetary (i.e., interest rates) policies C.14.b- Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy C.14.c- Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the work force), and government and consumer debts and their impact on society D.14.a- Determine the relationship between the United States domestic and foreign policies D.14.b- Assess the effectiveness of actions taken to address the causes of continuing urban tensions and violence D.14.c- Determine the impact of the changing role of labor unions on the economy, politics, and employer-employee relationships D.14.d- Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the workplace, politics, and society D.14.e- Evaluate the role of religion on cultural and social mores, public opinion, and political decisions D.14.f- Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture. History/ Social Studies Grades 9-10 RH RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. 21 st Century Life and Career Skills: C C D D.2- Unit Understandings Analyze the common traits of effective state, national, or international leaders. Analyze the common traits of effective state, national, or international leaders. Interpret spoken and written communication within the appropriate cultural context. Determine the immediate and long-term effects of cross- cultural misconceptions or misunderstandings resulting from past or current international issues or events. Students will understand that Foreign affairs dominate the presidential campaign of 1960 and the administration of John F. Kennedy. Kennedy faces some of the most dangerous Soviet-American confrontations of the Cold War. The New Frontier was Kennedy s broad vision for progress, but Congress enacted few of his initiatives. John F. Kennedy s visions are not reached due to his assassination. Lyndon B. Johnson drives the most ambitious legislative agenda through Congress since the New Deal. The landmark decisions of the Supreme Court under Chief justice Earl Warren reflect the era of liberal activism. African Americans use strong organization and nonviolent tactics to confront the South s policies of segregation and racial inequality. Civil right activists break down numerous racial barriers through continued social protest and prompting of landmark legislation. The civil rights movement turns north, new leaders emerge, and the movement becomes more militant. America slowly involves itself in the war in Vietnam as it seeks to halt the spread of communism. The United States sends troops to fight in Vietnam, but the war quickly turns into a stalemate. An antiwar movement emerges in the United States, pitting those who oppose the government s war policy against those who support it. A shocking enemy attack in Vietnam, two assassinations, and a chaotic political convention help make 1968 the most explosive year of the decade. The nation s longest war ends after nearly ten years and leaves a lasting impact on U.S policy and American society. The nation s Latinos and Native Americans demand greater equality.

13 A new feminist movement emerges during the 1960s, as women fight to improve their opportunities and status in society. Groups of disillusioned youths shun the social activism of the time and choose instead to drop out of society and establish their own way of life. Unit Essential Questions Explain the factors that led to the Kennedy s victory over Nixon in the 1960 presidential campaign. What were the most significant results of the Cuban missile crisis? What was Kennedy s New Frontier? What two international aid programs were launched during the Kennedy administration? How did Kennedy s assassination affect the public? Describe the ways that Great Society programs addressed the problems of poverty. How did the courts increase the political power of people in urban areas and those accused of crimes? What were Jim Crow laws and how were they applied? What were the roots of Martin Luther King Jr. s beliefs in nonviolent resistance? What was the significance of the federal court case won by James Meredith in 1962? Give examples of violence committed between 1962 and 1964 against African Americans and civil rights activists? What were some of the key beliefs advocated by Malcolm X? Why did some civil rights leaders urge Stokley Carmichael to stop using the slogan Black Power? How did the Tonkin Gulf Resolution lead to greater U.S involvement in Vietnam? What was President Eisenhower s explanation of the domino theory? Why did so much of the American public and many in the Johnson administration support U.S escalation in Vietnam? Why did the war begin to lose support at home? What contributed to the sinking morale of the U.S troops? What race-related problems existed for African-American soldiers who served in the Vietnam War? Summarize the ways in which the United States was sharply divided between hawks and doves? What circumstances set the stage for President Johnson s public announcement that he would not seek another term as president? What acts of violence occurred in the United States during 1968 that dramatically altered the mood of the country? Explain the immediate effects and the more lasting legacies of America s involvement in the Vietnam War? What strategies did both Cesar Chavez and the UFWOC use to achieve their goals? What were the demands of the American Indian Movement organizers who staged The Trail of Broken Treaties march on Washington in 1972? What were some changes that the members of the National Organization of Women advocated? What was the Supreme Court s decision in the Roe v. Wade case? What unintended impact did the counterculture have on many mainstream Americans? Knowledge and Skills Students will know Key terms: Berlin Wall, hot line, New Frontier, Peace Corps, Warren Commission, Great Society, Medicare, Medicaid, Warren Court, Brown vs. Board of Education of Topeka, Student nonviolent coordinating committee, freedom rider, Civil Rights Act of 1964, de facto segregation, Black Power, Vietcong, napalm, Tet Offensive, Vietnamization, Pentagon Papers, LA Raza Unida, American Indian Movement, feminism, Equal Rights Amendment, counterculture, Woodstock. Key people: John F. Kennedy, Fidel Castro, Rosa Parks, Martin Luther King Jr., Fannie Lou Hamer, Malcolm X, Ho Chi Minh, Ngo Dinh Diem, William Westmoreland, Robert Kennedy, Henry Kissinger, Cesar Chavez, Betty Friedan, Phyllis Schlafly. Kennedy s television debate was a contributing factor to why he got elected. The Soviets removed their missiles from Cuba as a result of the Cuban missile crisis. Kennedy s New Frontier was a broad vision of progress. Under Kennedy s administration both the Peace Corp and the Alliance for Progress were launched. The people of the United States were deeply upset by John F. Kennedy s assassination. The following were all a part of the Great Society: job corp., youth training programs, education programs, small business loans, medical care, and housing programs. The courts increased the political power of the people through the principle of one person, one vote. Jim Crow Laws, passed in the South, were aimed at separating the races. Martin Luther King Jrs. beliefs in nonviolence came from Gandhi s use of nonviolent resistance. James Meredith s court case of 1962 allowed him to enroll in the University of Mississippi. Fannie Lou Hamer was beaten trying to register to vote. A bomb in Birmingham church killed four Africa-America girls. Klansmen, with the support of local police, murdered three civil rights activist in Mississippi. Malcolm X advocated black nationalism, self determination, racial pride, self respect, and the use of self-defense. Many civil rights leaders felt that Stokely Carmichael s slogan Black Power antagonized whites. Tonkin Gulf Resolution granted President Johnson broad war-making powers that allowed him to escalate U.S involvement in the Vietnam War. Eisenhower s domino theory dealt with the idea that countries on the brink of communism would fall like dominoes if one fell.

14 U.S troops were frustrated by the conditions in Vietnam and by the elusiveness of their enemy. During the Vietnam War a disproportionately high number of African Americans served and died. Doves staged massive anti-war demonstrations. Hawks urged a greater use of military force. Johnson s polls showed a very high level of disapproval after the Tet Offensive was a violent year that had the assassinations of Martin Luther King Jr. and Robert Kennedy. Even though the United States troops left Vietnam in 1973 the war raged on, and the cease-fire agreement between the North and South Vietnam collapsed. U.S policy changes, including the abolishment of the draft and enactment of the War Powers Act due to the Vietnam War. Cesar Chavez used nonviolence and also launched a boycott to pressure California grape growers to recognize the United Farm Workers. The American Indian Movement demanded restoration of 110 million acres of land to Native American tribes and the abolition of the Bureau of Indian Affairs. The National Organization of Women advocated the creation of more childcare facilities, better educational opportunities for women, and EEOC enforcement of the ban on sex discrimination in hiring. The Roe vs. Wade case said that women had the right to choose an abortion during the first three months of pregnancy. Timothy Leary popularized the credo tune in, turn on, drop out. Counterculture unintentionally inspired a conservative backlash among mainstream Americans that led to a wave of Republican election victories. Students will be able to Identify the factors that contributed to Kennedy s election in Describe the new military policy of the Kennedy administration. Summarize the crises that developed over Cuba. Explain the Cold War symbolism of Berlin in the early 1960s. Summarize the New Frontier domestic and foreign agendas. Describe the tragic chain of events surrounding Kennedy s assassination. Describe the political path that led Johnson to the White House. Explain Johnson s efforts to enact a domestic agenda. Summarize the goals of Johnson s Great Society. Identify the reforms of the Warren Court. Evaluate the impact of Great Society programs. Explain how legalized segregation deprived African Americans of their rights as citizens. Summarize civil rights legal activity and the response to the Plessy and Brown cases. Trace Dr. Martin Luther King Jr. s civil rights activities, beginning with the Montgomery Bus Boycott. Describe the expansion of the civil rights movement. Identify the goal of the freedom riders. Explain how civil rights activism forced President Kennedy to act against segregation,. State the motives of the 1963 March on Washington. Describe the tactics tried by the civil rights organizations to secure passage of the Voting Rights Act. Compare segregation in the North with segregation in the South. Identify the leaders who shaped the Black Power movement. Describe reaction to the assassination of Martin Luther King Jr. Summarize the accomplishments of the civil rights movement. Summarize Vietnam s history as a French colony and its struggle for independence. Examine how the United States became involved in the Vietnam conflict. Describe the expansion of U.S military involvement under President Johnson. Explain the reason for the escalation of U.S involvement in Vietnam. Describe the military tactics and weapons used by U.S forces and the Vietcong. Explain the impact of the war on American society. Explain the draft policies that led to the Vietnam War becoming a working-class war. Trace the roots of opposition to the war. Describe the antiwar movement and the growing divisions in U.S public opinion about the war. Describe the Tet offensive and its effects on the American public. Explain the domestic turbulence of Describe the 1968 presidential election. Describe Nixon s policy of Vietnamization. Explain the public s reaction to the Vietnam War during Nixon s presidency. Describe the end of U.S involvement and the final outcome in Vietnam. Examine the war s painful legacy in the United States and Southeast Asia. Describe the growth and diversity of the Latino population in the United States during the 1960s. Summarize the efforts of Latinos to secure civil rights and respect for their cultural heritage. Explain the efforts of Native Americans to secure reforms in government policies.

15 Identify factors that led to the rise of the women s movement in the 1960s. Describe some of the early gains and losses of the women s movement. Summarize the legacy of the women s movement in employment, education, and politics. Describe the flowering and decline of the counterculture in the 1960s. Summarize the impact of the counterculture on art, fashion, music, and attitudes. Explain the conservative response to the counterculture. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Chapter Quizzes Chapter Tests Project- Students will create a timeline with pictures of America s involvement in Southeast Asia. Students also need o include written statements reflecting their view of the events. Project- Students will research different Supreme Court Cases ( Brown vs. Board of Education, Roe v. Wade, McLaurin v. Oklahoma State, and Sweat v. Painter) they will then present their findings of each case. Students will then have a discussion on the cases and why they were important to the time period. HSPA Open-Ended Question Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Web Diagram- List 2 outcomes for the following events: Kennedy-Nixon debate, Bay of Pigs invasion, and the Cuban Missile Crisis. Web Diagram- Fill in the programs of the New Frontier. List- Four or more Great Society programs and Warren Court rulings. Spider Diagram- Fill in with examples of tactics, organizations, leaders, and Supreme Court decision of the civil rights movement up to Graphic Organizer- List the steps that African Americans took to desegregate buses and schools from 1962 to Time Line- Create a timeline of key events of the civil rights movement. Tree Diagram- fill in example of student organizations, issues, and demonstrations of the New Left. Web Diagram- list the effects of the Vietnam War on America. Chart- List the views on the Vietnam War by Truman, Eisenhower, Kennedy, and Johnson. Chart- List the key military tactics and weapons of the Vietcong and Americans. Venn Diagram- Showing the similarities between the Latino s and Native Americans during the 1960s. RESOURCES Teacher Resources: Video/DVD Various online pages and activities Various Primary Source documents Textbook- The Americans Reconstruction to the 21 st Century Equipment Needed: Computers Television DVD player