B R I C K T O W N S H I P P U B L I C S C H O O L S S O C I A L S T U D I E S D E P A R T M E N T. United States History II

Transcription

1 B R I C K T O W N S H I P P U B L I C S C H O O L S S O C I A L S T U D I E S D E P A R T M E N T United States History II REVISED SEPTEMBER 23, 2010 Board of Education Curriculum Committee Mr. Len Cuppari, Chairperson Ms. Kim Terebush Acknowledgements Kevin Mosely Ann Marie Tarnowski Supervisor Anthony Caravella

2 TABLE OF CONTENTS Program of Studies Description... 2 Philosophy... 3 Goals... 4 Unit Contents Unit VII: World War I... 5 Unit VIII: The Roaring Twenties... 7 Unit IX: The Great Depression... 9 Unit X: The New Deal Unit XI: World War II Unit XII: Postwar Era: The Cold War Unit XIII: Civil Rights and Social Change Unit XIV: Contemporary United States: Domestic Policies Unit XV: Contemporary United States: Foreign Policies Unit XVI: Contemporary United States: Interconnected Global Society Unit XVII: Active Citizenship in the 21 st Century Appendix Bibliography... 35

3 PROGRAM OF STUDIES DESCRIPTION U.S. HISTORY II (Course No. 9401) Grade: 11 5 Credits Semester Course Graduation Requirement A continuation of the interdisciplinary approach will prevail as the students examine the significant events of the twentieth century and beyond. By understanding the ramifications of histo rical events through cause/effect relationships, students will be better prepared to make decisions regarding their role in our society. U.S. History students will take from the program a commitment to the basic principles of democracy recognizing their rights, as well as their responsibilities, as citizens of the United States. 2

4 PHILOSOPHY OF THE UNITED STATES HISTORY PROGRAM Education exists to serve the student. It is this principle which forms the cornerstone of the United States History program. The program acknowledges students as individuals and seeks to prepare them to be active and effective citizens in our democratic society. Knowledge of self and others is an important aspect of that preparation and the study of United States History is pertinent to acquiring such knowledge. Subsequently, the United States History program must be comprehensive in its curriculum and flexible in its organization. Furthermore, students need to appreciate that our political system is an everevolving process dedicated to the fulfillment of the principles stated in the preamble of our Constitution "...to form a more prefect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare and secure the blessings of liberty to ourselves and our posterity..." Each generation has an opportunity, and an obligation, to further the fulfillment of these principles. A critical study of the nation's past will prepare our students to meet this challenge. 3

5 GOALS OF THE UNITED STATES HISTORY PROGRAM The United States History program will examine the major social, ideological, economic, and political institutions which comprise our heritage. An interdisciplinary approach will be employed as students gain an appreciation of the artistic, literary and technological contributions of each era. The U.S. History discipline is designed to develop skills which will enable students to examine, to comprehend, and to evaluate social studies materials. The U.S. History students will demonstrate and will employ appropriate research skills to gather information, with an emphasis on application of computer technology for participating in simulations, conducting research, and sorting and organizing data. In the affective domain, students will develop respect for the dignity of the person and will recognize stereotyping, prejudice, discrimination, and injustice. Finally, the U.S. History students will take from the program a commitment to the basic principles of democracy recognizing their rights as well as their responsibilities as citizens of the United States. 4

6 Unit 7. The World War I United States involvement in World War I affected politics, the economy, and geopolitical relations following the war. A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives CPI Objectives Topics Suggested Unit Strategies A.7.a Analyze the reasons for the policy of World War I Prepare a military chart and/or map depicting neutrality regarding World War I, and the progression of the war. explain why the United States eventually The Great War entered the war. Prelude 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 the 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 World War I on land, on 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. U.S. entry into the War Life on the Home Front Peace Create a recruitment poster and/or conservation poster. Write or deliver a speech for or against US involvement in WWI. Prepare a dramatization of a 1920 s radio skit. Create a scrapbook to express the dreams, ideals, and realities of the 1920 s. Jigsaw expert groups: minister, advertising, executive, assembly line worker, union leader, farmer-reports from each group on the economic, social, & political life in US. Research the roots of the Red Scare on the internet: communism in America; post war labor conditions; Palmer Raids; and Sacco and Vanzetti. Pretend you are a German citizen in 1918 and write a letter to President Woodrow Wilson arguing against the Treaty of Versailles. Construct a T-Chart of military weapons/strategies used in WWI v. wars prior.

7 Unit Specific Resources Videos The Great War Shell Shock Hindenburg The Lost Battalion Guns of August The Negro Soldier Doughboys Prelude to War America: A Look Back The Great War Wilson The Ordeal Of Woodrow Wilson Metal of Honor The Great War 1918 Flyboys Inherit the Wind Books The First Air War Flying Aces of World War I Inherit the Wind Bonds of Loyalty: German-Americans and WWI Eyewitness Books World War I Additional Resources Unit 8. The Roaring Twenties The 1920s is characterized as a time of social, economic, technological, and political change, as well as a time of emerging isolationism, racial and social tensions, and economic problems. A. Civics, Government, and Human Rights CPI Objectives Topics Suggested Unit Strategies A.8.a Relate government policies to the The Roaring Twenties Create a tree diagram identifying the areas of prosperity of the country during the 1920s, The Twenties in America artistic development in the Harlem and determine the impact of these policies Isolationism Renaissance. Name two outstanding African on business and the consumer. Politics at Home Americans in each area A.8.b Compare and contrast the global marketing Life during the 1920 s practices of United States factories and - Science and Technology Create a flow chart illustrating the causes and farms with American public opinion and - Immigration and Migration effects of women's changing role. government policies that favored - Business isolationism. - Music, Art and Literature Create a web illustrating technological and - Lifestyles business changes of the 1920's A.8.c Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and Illustrate the products that fueled the booming economy in the 1920 s.

8 B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives Videos 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. Unit Specific Resources Books Write an opinionated essay pertaining to child labor (1920 s vs. Present). Create a collage of pictures/terms accounting for the historical significance regarding the Harlem Renaissance. Create a chart of all products that fueled the economy of the Roaring 20 s. Create a T-Chart dislaying the differences in the U.S. economy during the 1920 s and the 1910 s. Write a Research Paper discussing which products fueled the ecomony of the 1920 s. Debate the effect music, art, and literature had on modern U.S. society. Additional Resources Swing Kids Movies of the 1920 s Boom to Bust Untouchables A Farewell to Arms The Great Gatsby. Fighting Faiths

9 Unit 9.The Great Depression The Great Depression resulted from government economic policies, business practices, and individual decisions, and it impacted business and society. A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives CPI Objectives Topics Suggested Unit Strategies A.9.a Analyze how the actions and policies of the The Great Depression Simulate a stock market crash. United States government contributed to America s Economic Crisis the Great Depression. The Stock Market Crash Create a photography display illustrating life during the depression with a student journal 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 instability D.9.a Explore the global context of the Great Depression and its reasons D.9.b Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities. The Depression Begins America during the Depression - Hardship and Suffering - Hoover s Response - The Election of 1932 Diagram the concepts of scarcity, opportunity costs, and the types of economic systems that deal with unlimited wants and limited resources. Create a map of the US depicting the dust bowl in the 1930 s. Include a key showing states with population loss, top soil loss and movement of people. Students create a visual display on the effects of the Depression. Draw your own Shantytown and list the components used. Write an essay explaining the decline of the stock market and the reasons for the Black Tuesday crash. Research information on the hobo signs and create a diagram with the signs and the explorations. Create graphic organizers to illustrate the causes and effects of the Great Depression.

10 Unit Specific Resources Videos Nothing to Fear The Great Depression - Multi-volume video set Flashback: Wall Street Crash of 1929 Brother Can You Spare a Dime? FDR Biography Grapes of Wrath The Wasted Years: The Depression FDR Books Hard Times The Depression Years: As Photographed The Great Crash: Stock Market Game Panic Additional Resources

11 Unit 10. The New Deal Aimed at recovery, relief, and reform, New Deal programs had a lasting impact on the expansion of the role of the national government in the economy. A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives CPI Objectives Topics Suggested Unit Strategies A.10.a Explain how and why conflict developed The New Deal Debate the constitutionality of the New Deal between the Supreme Court and other Relief, Recovery, and Reform programs. branches of government over aspects of the The First One Hundred Days New Deal A.10.b 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 The New Deal under attack The Second New Deal Impact of the New Deal - Economic Impact - Social Impact - Historical Impact Provide an opportunity for student research/presentations on conflicting ideologies during the New Deal. Create a timeline depicting key political and economic events on the international scene during the 1930 s. Create a map of the US illustrating public projects constructed under the Works Progress Administration. Write a Persuasive Essay regarding the powers of the U.S. President and the Executive Branch (court packing). Construct a Pros/Cons T-Chart the role of government in the economy and society. Create a list comparing/contrasting how Hoover & Roosevelt approached the Great Depression. Write an essay discussing the pros and cons of credit and deficit spending. Role play the difference in how the U.S. government responded to the Great Depression and how other countries responded. Construct propaganda for/against the New Deal. Write a research paper on key American

12 Videos 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. Books Unit Specific Resources figures and their impact on life during the 1930 s. Additional Resources After the Crash Eleanor Roosevelt Your Wonderful Year: 1935 Life in the Thirties America: A Look Back Life in the Thirties The New Deal - The Thirties The Great Depression The Grapes of Wrath Huey Long

13 Unit 11.World War II The United States participated in World War II as an Allied force to prevent military conquests by Germany, Italy, and Japan. Domestic and military policies during World War II continued to deny equal rights to African Americans, Asian Americans, and women. A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology CPI Objectives Topics Suggested Unit Strategies A.11.a Evaluate the effectiveness of international World War II Create campaign materials for FDR. agreements following World War I in World War II Looms preventing international disputes during the Dictators Threaten Peace Create a battle map, chart strategies, 1920s and 1930s. War in Europe timelines, editorials, political cartoons, A.11.b Compare and contrast different etc. pertaining to WWII. perspectives about how the United States America Moves Towards War should respond to aggressive policies and The Great Arsenal of Democracy Design a newspaper front page actions taken by other nations at this time. Supporting the Allies including headline, story, and Japanese Aggressions illustrations for a bulletin board A.11.c Determine if American policies regarding display. Japanese internment and actions against other minority groups were a denial of civil Pearl Harbor rights A.11.d A.11.e B.11.a C.11.a 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. 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. U.S. Declares War The U.S. in World War II Mobilizing for War The Home Front The European Theatre The Pacific Theatre The Atomic Bomb Ends the War The Holocaust Rebuilding Begins Yalta Conference War Trials The Occupation of Japan Create a visual display representing the various groups victimized during the Holocaust. Research and debate the decision to use the atomic bomb to end WWII. Create a pamphlet describing the role of the U.S.S. New Jersey. Create a thematic map of Europe showing the territorial changes included in the Treaty of Versailles and a Post WWII map. Create a map illustrating the number and percentages of the annihilation of the Jewish people. Research songs and films during WWII and provide a presentation (costumes, skits, musical medley etc.). Create a WWII Battles Map labeling

14 D. History, Culture, and Perspectives C.11.b D.11.a Relate new wartime inventions to scientific and technological advancements in the civilian world. Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II. 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. 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. Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust. 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. Unit Specific Resources the conflicts the U.S. was involved in. Write an essay comparing/contrasting weapons/strategies used in WWI and WWII D.11.b D.11.c D.11.d D.11.e

15 Videos Books Additional Resources Evil Rising Victory in the Pacific: Hiroshima The Day They Bombed Pearl Harbor Fields of Armor The Race The New York Times Series World War II The Seeds of the Holocaust The Trial of Adolph Eichmann Allied Victory The Democrat and the Dictator; A Walk Through the 20 th Century Prelude to Conflict Triumph of the Axis Yesterday 1947 Winston Churchill/Ike D-Day Revisited June 6, 1944 The Exiles: Escape from Fascism Pearl Harbor Memphis Bell Frank Capra s World War II Fighter Aces of World War II FIST Pacific Horizons The Wonderful Year: 1945 World War II World War II - War Chronicles Cartoons go to War Speak of Me As I Am? Eleanor Roosevelt Saving Private Ryan Flags of Our Fathers Letters From Iwo Jima American Pastime Longest Day Enemy at the Gates Tora, Tora, Tora Patton From Here to Eternity Thirty Seconds Over Tokyo World War II: A Student Companion Japanese American Internment America in World War II: The 1940 s Roosevelt: The Soldier of Freedom The Holocaust The Reader s Digest Illustrated History of WWII A Farewell to Arms At Dawn We Slept Sophie s Choice Farewell to Manzanar

16 Tunes of War Thin Red Line Casablanca Band of Brothers Wind Talkers Nightfighters The Battle of Midway Attic - Story of Anne Frank America and the Holocaust Prelude to World War II Frontline, Memory of the Camps Holocaust: In Memory of Millions A Walk in the Sun Night and Fog Schindler s List The Pianist Who Shall Live and Who Shall Die Uprising Escape From Sorbibor Defiance

17 Unit 12.Postwar Era: The Cold War Cold War tensions between the United States and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years. A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology CPI Objectives Topics Suggested Unit Strategies A.12.a Analyze ideological differences and other Postwar Politics and Policies Debate: Covert operations of the CIA are factors that contributed to the Cold War Origins of the Cold War justifiable. and to United States involvement in The United Nations conflicts intended to contain communism, The Truman Doctrine List Eisenhower s strategies for containing including the Korean War, the Cuban The Marshall Plan communism. 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 A.12.c Explain how the Arab-Israeli conflict influenced American foreign policy 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. Cold War Conflicts The Struggle for Germany The Iron Curtain China Falls to Communists The Korean War The Vietnam War Suez Crisis Covert operations Iran Guatemala Hungary The Cold War in America Red Scare McCarthyism Brinksmanship Create a map illustrating hot spots during the Cold War. Organize a UN simulation. Create a timeline/map of communist expansion and U.S. efforts at containment. Recreate a HUAC trial. Create an illustrated essay on the Korean War. Create a chart illustrating the many functions of the United Nations. Create a graphic organizer illustrating events that led to the Cold War. D. History, Culture, and Perspectives C.12.c Analyze how scientific advancements impacted the national and global economies and daily life C.12.d Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability D.12.a Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean, and the Middle East. Create dramatic vignettes of Cold War fears from the perspective of a history teacher being investigated by the FBI, a blacklisted actor; a family building a fallout shelter etc. Create a diorama or poster of a fallout shelter and its contents.

18 D.12.b Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties D.12.c Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations D.12.d Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts D.12.e Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War. Videos Books Unit Specific Resources Additional Resources Innocence and Rebellion Korea: MacArthur s War The Majestic Harry Truman and the Cold War The Marshall Plan Berlin Wall The Korean Conflict Modern US History: From Cold War to Hostage Crisis Nuclear Disarmament Korean War Rocky IV MASH The Crucible War Games Pleasanrtville Cold War: Opposing Viewpoints Cold War Documentary The United Nations: More Than You Think The Cold War The Crucible

19 Unit 13. Civil Rights and Social Change The 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. A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology CPI Objectives Topics Suggested Unit Strategies A.13.a Analyze the effectiveness of the New USA (1950 s) Analytical Essay comparing/contrasting Jersey Constitution of 1947, New Jersey Readjustment and Recovery precedential NJ court cases vs. Federal Supreme Court decisions (i.e., Hedgepeth Changes in the Workforce precedential court cases. and Williams v. Trenton Board of The Baby Boom Create a chart of items (e.g., milk, gas, bread, Education), and New Jersey s Law Against The GI Bill postage stamp, car, home,) depicting cost Discrimination (i.e., P.L. 1945, c.169) in Growth of the Suburbs and the average hourly wage in the 1950 s eliminating segregation and discrimination. and today A.13.b Analyze the effectiveness of national The American Dream legislation, policies, and Supreme Court Technology Changes Life Present a musical review of the 1950 s decisions (i.e., the Civil Rights Act, the Social Conformity and create a genealogy chart of Rock n Roll. Voting Rights Act, the Equal Rights Consumerism Unbound Amendment, Title VII, Title IX, Organize group investigation - Each group is Affirmative Action, Brown v. Board of responsible for a presentation on the Civil Rights Education, and Roe v. Wade) in promoting following topics: consumerism, the Civil The Struggle for Equality-1950 s civil liberties and equal opportunities. Rights Movement and fear of communism. Brown vs. Board Discuss the difference between Brown v A.13.c Determine the extent to which changes in Birmingham Bus boycott BOE and Plessy v. Ferguson. national policy after 1965 impacted Little Rock Central High School Create a diorama of a Levittown immigration to New Jersey and the United Research the cost of a modest suburban home States. Advancing the Movement 1960 s built in Brick in the 1950 s and the cost of the B.13.a Determine the factors that led to migration Challenges to Segregation same home today. Create an exterior sketch from American cities to suburbs in the Leaders and floor plan 1950s and 1960s, and describe how this Protests Create a map of the interstate highway system movement impacted cities. Legislation in 1950 and today B.13.b Evaluate the effectiveness of Create a graphic organizer showing the environmental movements and their causes & effects of the economic boom of influence on public attitudes and the 1950 s environmental protection laws. Present a skit highlighting the youth culture of the 1950 s including costumes and props C.13.a Explain how individuals and organizations Create a timeline of the major events in the used economic measures (e.g., the Civil Rights Movement between Montgomery Bus Boycott, sit downs, etc.) Analyze the fundamental differences in as weapons in the struggle for civil and Malcolm X and Martin Luther King Jr. s human rights. ideologies using a venn diagram.

20 D. History, Culture, and Perspectives 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 C.13.d Relate American economic expansion after World War II to increased consumer demand 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 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 family structure.

21 Videos Books Unit Specific Resources Additional Resources Little Rock High School Desegregation Plessy through Brown vs. Board of Ed Greensboro: A Public Dialogue Dwight Eisenhower Eyes on the Prize Eyes on the Prize II A Time for Justice Civil Rights: Yesterday, Today and Tomorrow Contemporary Issues: Black Americans, Progress and Setbacks Separate but Equal Malcolm X Debates Martin King King Malcolm X The Atomic Café Fidel Castro Consensus and Conformity: The 1950 s America Upheaval: The 1960 s in Civil Rights: The African American Struggle for Equality The Civil Rights Movement Civilities and Civil Rights The Crisis Years (

22 Unit 14. Contemporary United States: Domestic Policies 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. A. Civics, Government, and Human Rights CPI Objectives Topics Suggested Unit Strategies A.14.a Evaluate the effectiveness of the checks Checks and Balances and balances system in preventing one Impact of the Supreme Court branch of national government from Legislation usurping too much power during - Health contemporary times A.14.b A.14.c A.14.d A.14.e A.14.f Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies. Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups. Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms. Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern. Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy. - Welfare - Citizenship Effectiveness and fairness of Officials - National - State - Local Public Policy being dictated Youth Vote trends Immigration - Trends &Patters - New legislation - Effects of recent legislation Social & Economic Reform National Security v. Individual Rights A.14.g A.14.h Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools). Assess the effectiveness of government NJ & U.S. Legislation - Employment &Taxes - Government spending

23 B. Geography, People, and the Environment B.14.a B.14.b B.14.c B.14.d policies in balancing rights of the individual against the need for national security. Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues. Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States. 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. Analyze the use of eminent domain in New Jersey and the United States from a variety of perspectives. - Degree of Involvement Government Action Curbing Violence Role of religion - Culture &Society - Public Opinion - Politics Equal Rights in Workplaces, Politics, & Society - Women - Minorities - Individuals with gender preference - Individuals with disabilities Shaping Contemporary American Culture C. Economics, Innovation, and Technology C.14.a C.14.b C.14.c C.14.d 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. Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the work force), and government and consumer debt and their impact on society. Relate the changing manufacturing, service, science, and technology industries and educational opportunities to the economy and social dynamics in New Jersey.

24 D. History, Culture, and Perspectives D.14.a D.14.b D.14.c D.14.d D.14.e D.14.f Determine the relationship between United States domestic and foreign policies. Assess the effectiveness of actions taken to address the causes of continuing urban tensions and violence. Determine the impact of the changing role of labor unions on the economy, politics, and employer-employee relationships. 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 & social mores, public opinion, & political decisions. Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), & practices in shaping contemporary American culture.

25 Unit 15. 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. CPI Objectives Topics Suggested Unit Strategies A. Civics, Government, and Human Rights A.15.a Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global power structure A.15.b Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations A.15.d Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy A.15.e Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations A.15.f Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations. Fall of Communism United States addressing global problems - Political - Economic - Social United States diplomacy in other nations Effects of the Arms Race U.S. Role in International Organizations Driving Factors of American Economics & Policy Opinions on American Foreign Policy - Other World Powers - Developed Nations - Undeveloped Nations - Regional Reasons for tensions in the Middle East New Terrorism Examples of Terrorism - Domestic B. Geography, People, and the Environment C. Economics, Innovation, and Technology B.15.a Evaluate the effectiveness of the United States government s efforts to provide humanitarian assistance during international natural disasters and times of crises C.15.a Relate the role of America s dependence on foreign oil to its economy and foreign policy C.15.b Assess economic priorities related to - Foreign

26 D. History, Culture, and Perspectives international and domestic needs, as reflected in the national budget D.15.a Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States D.15.b Compare the perspectives of other nations and the United States regarding United States foreign policy D.15.c Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region D.15.d Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.

27 Unit 16. Contemporary United States: Interconnected Global Society Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions. A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives CPI Objectives Topics Suggested Unit Strategies A.16.a Determine the impact of media and technology on world politics during this time period A.16.b Analyze government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from the global use of new technologies A.16.c Assess from various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or other countries B.16.a Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations C.16.b Predict the impact of technology on the global workforce and on entrepreneurship C.16.c Assess the impact of international trade, global business organizations, and overseas competition on the United States economy and workforce D.16.a Analyze the impact of American culture on other world cultures from multiple perspectives D.16.b Explain how and why technology is transforming access to education and educational practices worldwide. Government Efforts due to global use of new technologies - Property rights - Personal privacy - Science - Medicine - Business Natural Resources - Declining Sources - Finite vs. infinite resources - Reasons behind depleting Sources. - Alternative Energy - U.S. Response vs. World Response Impact of Technology - Economic - Political - Social - Effects on the Individual v. Nations - Speculating on the future

28 D.16.c Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society. Impact of American Culture - Diverse Cultures within the United States. - Cultures in other nations. Technology Changing Education - In the United States - In emerging countries - Around the world Factors Determining Socioeconomic Status

29 Unit 17.Active Citizenship in the 21st century: Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. Analyze sources of prejudice and discrimination and propose solutions to eliminate them. Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world. Critically analyze information, make ethical judgments, and responsibly address controversial issues. Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues. Make informed and reasoned decisions and accept responsibility for the consequences of their actions and/or inactions. Take actions that result in a more just and equitable society. A. Civics, Government, and Human Rights B. Geography, People and the Environment A A B.1 Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials. Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal. Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations. U.S. Citizenship - Definition and Process - Original Meanings v. Modern Understanding - US Citizenship v. Foreign Citizenship - Individual Accountability in the U.S. v. other nations. Understanding and Evaluating Government - U.S. Constitution - Original Constitution v. Modern Constitution (evaluation of change). C. Economics, Innovation, and Technology C.1 Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders. D. History, D.1 Analyze current laws involving individual - Laws impeding upon other laws - Rights of security v. freedom and privacy.

30 Culture, and Perspectives rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights.

31 APPENDIX The implementation of the curriculum should reflect an awareness of the richness of diversity within the personal, social, and cultural experiences of each learner. Central to this effort is the recognition of students individual learning styles and development levels, as well as individual teaching styles. The challenge is to empower our students with the ability to transform the principles contained within the curriculum to a relevant framework enhancing their knowledge of the world-wide community while fostering critical-thinking skills. The assessment and revision of this document is a continual process reflecting teachers efforts to adapt instruction to address the ever-changing demands of our global society. This appendix identifies professional organizations providing updated guidelines on content and methods to assist collegial planning. National Council for History Education Westwood Rd, Suite B-2 Westlake, OH National Council for the Social Studies 3501 Newark St, SW Washington, DC New Jersey Council for the Social Studies Box 4155 River Edge, NJ New Jersey Staff Development Council 425 South Main St Pennington, NJ Phi Delta Kappa 408 N. Union PO Box 789 Bloomington, IN National Council on Economic Education 1140 Avenue of the Americas New York, NY Professional Organizations 34

32 BIBLIOGRAPHY Boorstin, D. and Kelly, B. A History of the United States. (2002) Upper Saddle River, NJ. Prentice Hall Bragdon, McCutchen, Ritchie. History of A Free Nation. (1998). Columbus, OH. Glencoe Brooks, Jacqueline and Brooks, Martin. The Case for Constructivist Classrooms. (1993) Alexandria, VA. Association for Supervision and Curriculum Development Charting A Course: Social Studies for the 21st Century. (1989). Washington, D.C. National Council for the Social Studies Cheek, Dennis W. and Kohut Jr. Sylvester (eds). (1992). Social Studies Curriculum Resource Handbook. Millwood, NY. Kraus International Pub. Danzer, Klor de Alva, Krieger, Wilson, Woloch. The Americans. (2003) Evanston, IL. McDougal Littell Davidson and Underwood. American Journey. (1992). Englewood Cliffs, NJ. Prentice-Hall DiBocco, Mason, Appy. History of the United States. (1992). Boston, MA. Houghton Mifflin McTighe and Wiggins. The Understanding By Design Handbook. (1999) Alexandria, VA. Association for Supervision and Curriculum Development Oakes, J. and Lipton, M. Teaching to the World. (1999) Boston, MA. McGraw-Hill Todd and Curti. The American Nation. (1992). Austin, TX. Holt, Rinehart and Winston db 6/09 Revised 8/10 35