Content Area: Social Studies SOCIAL STDUIES CURRICULUM Course Title: US II Grade Level: 11 (Unit) Unit 1: Progressivism to WWII 1890-1920 (Timeframe) Pacing Guide 2 weeks Unit 2: Boom to Bust 1920-1939 Pacing Guide 3 weeks Unit 3: WWII to US Emerges as a Superpower 1933-1945 Pacing Guide 3 weeks Unit 4: Cold War: Foreign & Domestic 1950s/1960s Pacing Guide 1 week Unit 5: Turmoil of the 1960s Pacing Guide 4 weeks Unit 6: Pacing Guide
America since the 1970s 5 weeks Date Created: July 20, 2017 Board Approved on: September 14, 2017 Content Area: Social Studies Unit Title: Progressivism to WWII 1890-1920 Target Course/Grade Level: 11 Social Studies: Unit 1 Unit Summary The origins of the Progressive Era; the reforms sought by the Progressives; how the election of Theodore Roosevelt and William H. Taft affected the Progressive Movement; Woodrow Wilson s presidency as a continuation of the Progressive Era; how minorities and women were affected by the Progressive Era. Woodrow Wilson s foreign policy goals and achievements 1914-1920; the causes of the U.S. entry into WWI; the reasons for the defeat of the Versailles Treaty; the short and long term consequences of the defeat of the Treaty of Versailles; how the roles of minorities and women changed during the War. Primary interdisciplinary connections: Infused within the unit are connections to the 2014 NJCCCS for Social Studies, Language Arts Literacy and Technology and the Common Core Standards. 21 st Century Themes: The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Core Content Curriculum Content Standards at http://www.state.nj.us/education/cccs Learning Targets Content Standards CONTENT STANDARDS LINK: # New Jersey Student Learning Standards
6.1.12.A.6.a 6.1.12.A.6.b Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice Evaluate the ways in which women organized to promote government policies (i.e., abolition, women s suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality. 6.1.12.A.6.c 6.2.12.C.3.b 6.2.12.D.4.j Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessey v. Ferguson) and state and local governmental policies. Analyze interrelationships among the Industrial Revolution, nationalism, and competition for global markets, imperialism, and natural resources. Analyze how the social, economic, and political roles of women were transformed during this time period. 6.1.12.A.7.a Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war. 6.1.12.A.7.b 6.1.12.C.7.a 6.1.12.D.7.b 6.1.12.D.7.c 6.2.12.A.4.d 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. Determine how technological advancements affected the nature of World War I on land, on water, and in the air. Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I. Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I. Assess government responses to incidents of ethnic cleansing and genocide. Unit Essential Questions What was the importance and implications of secret alliances and colonization played in the reasons that World War I occurred? Unit Enduring Understandings Students will understand that The debate over the ratification of the Treaty of Versailles. The policies that were implemented and
How did Wilson s political role in World War I and the period after change the format and future of world politics? How important was Theodore Roosevelt to the Progressive movement? Did the Progressive movement have a positive effect on all of America or only a selected group? Students will know How technology greatly impacted war in WWI. How political stability changed forever with the occurrence of the Russian Revolution. Who the major figures were in the Progressive movement and what their roles were in its success or failure. What made Woodrow Wilson such and important figure in the presidency during the 20th century. changed within the United States so that participation World War I could occur. The abuses that were encountered by workers in factories at the turn of the century. The changing relationship between journalists and politicians were in this era. Students will be able to Evaluate the policies implemented by the United States during World War I and their impact on other future conflicts. Map out how the borders of Europe greatly changed after World War I. Complete a chart that will track the political, economic and social changes of the Progressive Era. Evaluate the importance of the different views on the environment and its protection during this era. Evidence of Learning Formative Assessments Homework Class work Teacher observation Group participation Do Now Notebook assessment Project presentations Class discussions Summative Assessments Unit Tests Unit Projects/Demonstrations SGO Benchmark
Final Exam Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Teacher tutoring Peer tutoring Cooperative learning groups Modified assignments Differentiated instruction Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Textbook Supplemental Readings Relevant Video Clips/DVDs Teacher Notes: These are guidelines for the teacher to use. There are many variations that can be used to customize the lessons to each style of teaching. Content Area: Social Studies Unit Title: Boom to Bust 1920-1939 Target Course/Grade Level: 11 Unit 2 Unit Summary The cause of the business prosperity of the 1920 s; the changing role of women after WWI; how the writers of the Lost Generation affected America in the 1920 s; how the Harlem Renaissance affected African-Americans of the 1920 s; the attitudes towards immigrants of the 1920 s; U.S. foreign policy changes in the years following WWI. The causes, reactions, and government response to the Great Depression; how the Great Depression affected Americans; what President Hoover did to address the crisis of the Great Depression; what Roosevelt did in the first one hundred days; how the New Deal tried to alleviate the effects of the Great Depression; the critics of the New Deal. Primary interdisciplinary connections: Infused within the unit are connections to the 2014 NJCCCS for Social Studies, Language Arts Literacy and Technology and the Common Core Standards. 21st Century Themes: The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication.
Technology connections: For further clarification refer to NJ Core Content Curriculum Content Standards at http://www.state.nj.us/education/cccs Content Standards Learning Targets CONTENT STANDARDS LINK: # New Jersey Student Learning Standards 6.1.12.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. 6.1.12.A.8.a Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer. 6.1.12.A.8.c 6.1.12.C.8.a 6.1.12.C.9.d 6.1.12.D.9.a 6.2.12.C.4.a 6.1.12.B.9.a 6.1.12.D.9.b Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor organizations. Analyze the push-pull factors that led to the Great Migration. Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability. Explore the global context of the Great Depression and the reasons for the worldwide economic collapse. Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory and practice. Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression. Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities. Evaluate the short- and long-term impact of the expanded role of government on
6.1.12.A.10.c 6.1.12.C.10.b economic policy, capitalism, and society. Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today. Unit Essential Questions What events of the 1920s truly had the greatest impact on not just the decade but also the country for the future? What political and government changes in the 1930s had the greatest impact on the decade and the future of the United States? Students will know The black artists of the Harlem Renaissance during the 1920 s. How the Great Migration changed America. How the Great Depression changed the United States in almost every aspect. Unit Enduring Understandings Students will understand that The difference between Hoover and Roosevelt and how they decided to deal with the Great Depression. Why Roosevelt was so popular and successful even though the New Deal did not get the United States out of Students will be able to Compare and contrast the political, economic, and social trends of the 1920 s and 1930 s. Compare and contrast many o the New Deal programs as they were implemented and their present existence. Evidence of Learning Formative Assessments Homework Class work Teacher observation Group participation Do Now Notebook assessment Project presentations Class discussions Summative Assessments Unit Tests Unit Projects/Demonstrations SGO Benchmark
Final Exam Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Teacher tutoring Peer tutoring Cooperative learning groups Modified assignments Differentiated instruction Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Textbook Supplemental Readings Relevant Video Clips/DVDs Teacher Notes: These are guidelines for the teacher to use. There are many variations that can be used to customize the lessons to each style of teaching. Content Area: Social Studies Unit 3 Unit Title: WWII and the US Emerges as a Superpower 1933-1945 Target Course/Grade Level: 11 Unit Summary The steps the U.S. took to prepare for World War II; the major battles of World War II; how World War II affected women and blacks; the allied strategy in the European and Pacific Theatres of War and how they affected U.S. global interests; how the U.S. developed the atomic bomb and how they justified in using it; how the Holocaust affected post WWII society. Primary interdisciplinary connections: Infused within the unit are connections to the 2014 NJCCCS for Social Studies, Language Arts Literacy and Technology and the Common Core Standards. 21st Century Themes: The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Core Content Curriculum Content Standards at
http://www.state.nj.us/education/cccs Content Standards Learning Targets CONTENT STANDARDS LINK: # New Jersey Student Learning Standards 6.1.12.A.11.b Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time. 6.1.12.A.11.d 6.1.12.D.11.a Analyze the decision to use the atomic bomb and the consequences of doing so. Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II. Unit Essential Questions Did the policy of containment lessen the danger of communist expansion or provoke the Soviets into widening the Cold War? Why did Winston Churchill warn the United States of an Iron Curtain in 1945? Students will know The differences between the political systems and the countries, which practice them. What the fears were among the American people and if these fears were the same as the ones being supposedly protected by the United States government. Unit Enduring Understandings Students will understand that The reasons that the Soviets retained control over Eastern Europe after WWII. Why the war of political ideology was so important in the potential existence and preservation of the democratic American society. Students will be able to Debate the justifications used by both the United States and the Soviet Union for the different policies implemented during this period of time. Construct a map with all of the countries incorporated in the post-war European continent and the now expanded Soviet Union. Evidence of Learning Formative Assessments Homework Class work Teacher observation
Group participation Do Now Notebook assessment Project presentations Class discussions Summative Assessments Unit Tests Unit Projects/Demonstrations SGO Benchmark Final Exam Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Teacher tutoring Peer tutoring Cooperative learning groups Modified assignments Differentiated instruction Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Textbook Supplemental Readings Relevant Video Clips/DVDs Teacher Notes: These are guidelines for the teacher to use. There are many variations that can be used to customize the lessons to each style of teaching. Content Area: Social Studies Unit 4 Unit Title: Cold War: Foreign & Domestic 1950s/1960s Target Course/Grade Level: 11 Unit Summary The conclusion of World War II left the United States as the most powerful nation on earth, and yet the country was uneasy with its sudden prominence in world affairs. This unit engages students in the national debate on the U.S. role in the world during the era of the Cold War using specific events. It is important for students to explore the challenges to the country in this critical historical junction. Primary
interdisciplinary connections: Infused within the unit are connections to the 2014 NJCCCS for Social Studies, Language Arts Literacy and Technology and the Common Core Standards. 21st Century Themes: The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Core Content Curriculum Content Standards at http://www.state.nj.us/education/cccs Learning Targets Content Standards CONTENT STANDARDS LINK: # New Jersey Student Learning Standards 6.1.12.A.12.a Analyze ideological differences and other factors that contributed to the Cold War and to United Sta involvement in conflicts intended to contain communism, including the Korean War, the Cuban Mis Crisis, and the Vietnam War. 6.1.12.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 6.1.12.D.12.c 6.2.12.A.5.b 6.2.12.A.5.c 6.1.12.D.12.a Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations. Analyze the structure and goals of the United Nations and evaluate the organization s ability to solve or mediate international conflicts. Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence. Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean, and the Middle East. 6.1.12.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.
6.1.12.C.12.c 6.1.12.D.12.c Analyze how scientific advancements impacted the national and global economies and daily life. Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations 6.2.12.A.5.e Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. 6.3.12.D.1 Analyze current laws involving individual 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. 6.1.12.C.12.a Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people. 6.1.12.C.12.c 6.1.12.D.12.b 6.1.12.B.13.a Analyze how scientific advancements impacted the national and global economies and daily life. Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties. Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities. 6.2.12.B.5.e 6.2.12.C.5.b 6.2.12.C.5.c Assess the role of boundary disputes and limited natural resources as sources of conflict. Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. Assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives.
Unit Essential Questions How the Cold War evolved from the Truman administration to the Eisenhower administration and what the differences were? How the Civil Rights movement and legislation helping it was enforced by the Eisenhower administration? What were the reasons for Truman s victory in 1948? How the policies of containment applied in different situations during the Truman presidency? Did the policy of containment lessen the danger of communist expansion or provoke the Soviets into widening the Cold War? Why did Winston Churchill warn the United States of an Iron Curtain in 1945? Students will know How the government dealt with the potential panic of the population concerning nuclear attack How lives had been destroyed through the practices of the HUAC and Senator McCarthy during the Red Scare How the Cold War turned hot in Korea. The reasons that West Berlin was so important in keeping democratic through the Berlin Airlift. The differences between the political systems and the countries, which practice them. What the fears were among the American people and if these fears were the same as the ones being supposedly protected by the United States government. Unit Enduring Understandings Students will understand that Nuclear attack on the United States eventually surpassed the fears of Communist infiltration into the country as its largest fear The Civil Rights movement gained much momentum during this period through the use of Non-Violent Protest The reasoning behind the Domino Theory and the need for it to be promoted by the Truman administration. The importance of the successful application of the containment policy in the early stages of the Cold War. The reasons that the Soviets retained control over Eastern Europe after WWII. Why the war of political ideology was so important in the potential existence and preservation of the democratic American society. Students will be able to Track the short term and long-term results of the High Courts decision in the Brown v. Board of Education case. Critique the social, cultural and economic situation in the United States during the fifties. Track the military advances and retreats on the Korean peninsula noting the different strategies and forces involved. Draw parallels in other times and locations to McCarthyism and how it greatly affects the demeanor of a society. Debate the justifications used by both the United States and the Soviet Union for the different policies implemented during this period of time. Construct a map with all of the countries incorporated in the post-war European continent and the now expanded Soviet Union.
Formative Assessments Homework Class work Teacher observation Group participation Do Now Notebook assessment Project presentations Class discussions Evidence of Learning Summative Assessments Unit Tests Unit Projects/Demonstrations SGO Benchmark Final Exam Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Teacher tutoring Peer tutoring Cooperative learning groups Modified assignments Differentiated instruction Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Textbook Supplemental Readings Relevant Video Clips/DVDs Teacher Notes: These are guidelines for the teacher to use. There are many variations that can be used to customize the lessons to each style of teaching. Content Area: Social Studies Unit Title: Turmoil of the 1960s Target Course/Grade Level: 11 Unit 5
Unit Summary The impact of Brown v Board of Education; the defining moments of the Civil Rights Movement. The counterculture of the 60 s; how America was affected by the turmoil of the 60 s; how the Warren court affected civil liberties; the successes and failures of LBJ s Great Society; how the Vietnam War escalated in the 1960 s; what the different sides were in the controversy over Vietnam. Interdisciplinary connections: Infused within the unit are connections to the 2014 NJCCCS for Social Studies, Language Arts Literacy and Technology and the Common Core Standards. 21st Century Themes: The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Core Content Curriculum Content Standards at http://www.state.nj.us/education/cccs Learning Targets Content Standards CONTENT STANDARDS LINK: # New Jersey Student Learning Standards 6.1.12.A.13.a Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey s Law Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation and discrimination. 6.1.12.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 Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities. 6.1.12.C.13.a 6.1.12.D.13.b Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights. Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies. 6.1.12.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.
6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women s progress toward social equality, economic equality, and political equality in various countries. 6.1.12.A.12.a Analyze ideological differences and other factors that contributed to the Cold War and to United Stat involvement in conflicts intended to contain communism, including the Korean War, the Cuban Miss Crisis, and the Vietnam War. 6.1.12.D.12.d 6.1.12.D.12.e 6.2.12.A.5.d Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts. Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War. Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, Bosnia- Herzegovina, Somalia, and Sudan), and evaluate the responsibilities of the world community in response to such events. 6.2.12.B.5.a Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence. Unit Essential Questions How did the tumultuous period of the 1960 s change America on almost level of society, government and culture? Was the roll of the American people greater during the 1960 s than any other era? How was the leadership important to the Civil Rights movement becoming successful or not? Was the Civil Right movement successful or did it end before the goals of African Americans and other minority groups could be reached? Unit Enduring Understandings Students will understand that The Kennedy presidency and the details surrounding his assassination. How Vietnam was a different conflict than any other had been in the history of the United States. That nonviolent protest and Civil Disobedience were concepts first put forth by Henry David Thoreau I the 19th century and utilized by other world leaders with success. How the Civil Rights movement evolved into different factions that were received differently by American society.
Students will know The many different rulings of the Warren Court and their impact on the United States. How the counterculture changed the way American society deals with major issues for the future. The chronological breakdown of the Civil Rights movement and the key events within it. Why Dr. Martin Luther King Jr. was so well received by white Americans while Malcolm X and Black Power leaders were not. Students will be able to Policy papers on the Vietnam Problem. Critically analyze the different movements during this era and evaluate the reasons for their success or failure. Analyze the reasons that different events during the Civil Rights Movement were successful and others were not. Analyze different events of the Civil Rights movement depicted in popular media and the accuracy of these depictions. Evidence of Learning Formative Assessments Homework Class work Teacher observation Group participation Do Now Notebook assessment Project presentations Class discussions Summative Assessments Unit Tests Unit Projects/Demonstrations SGO Benchmark Final Exam Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Teacher tutoring Peer tutoring Cooperative learning groups
Modified assignments Differentiated instruction Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Textbook Supplemental Readings Relevant Video Clips/DVDs Teacher Notes: These are guidelines for the teacher to use. There are many variations that can be used to customize the lessons to each style of teaching. Content Area: Social Studies Unit Title: America Since the 1970s Target Course/Grade Level: 11 Unit 6 Unit Summary Nixon s goals of Vietnamization; the factors that drove the arms race; how Nixon tried to bring about arms control; the immediate and long-range effects of Watergate on the government and the American public. What contributed to the election of Carter in 1976; how Carter s foreign policy affected American politics; what contributed to the election of Reagan in 1980; how Reagan s foreign policy affected the Cold War; the impact of the Bush, Clinton, Bush, Obama, and Trump administrations; major events occurring those administrations. Interdisciplinary connections: Infused within the unit are connections to the 2014 NJCCCS for Social Studies, Language Arts Literacy and Technology and the Common Core Standards. 21st Century Themes: The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Core Content Curriculum Content Standards at http://www.state.nj.us/education/cccs Learning Targets Content Standards CONTENT STANDARDS LINK: # New Jersey Student Learning Standards 6.1.12.A.12.c
Explain how the Arab-Israeli conflict influenced American foreign policy. 6.1.12.C.12.d Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability. 6.1.12.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. 6.1.12.A.15.d Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy. 6.1.12.D.15.b Compare the perspectives of other nations and the United States regarding United States regarding United States foreign policy 6.1.12.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. 6.1.12.A.16.a Determine the impact of media and technology on world politics during this time 6.1.12.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. 6.1.12.B.16.a 6.2.12.C.6.b 6.1.12.A.15.c 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. Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.
6.1.12.B.15.b Assess economic priorities related to international and domestic needs, as reflected in the national budget 6.1.12.C.15.b 6.1.12.D.6.a 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. Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use. 6.2.12.B.6.a Assess the role of increased personal and business electronic communications in creating a global culture, and evaluate the impact on traditional cultures and values Unit Essential Questions Unit Enduring Understandings What were the enduring effects of the Students will understand that Nixon presidency on American society, The complexities that made up Nixon the man both positive and negative? and his administration. How Nixon was able to do what no How foreign affairs with the Middle East other president has as far as political during this era drastically effected what would success, failure, and the role of an elder occur in the future. statesman. The differences in foreign policy in the 1970 s What impact did the Reagan through the 1990 s and why there were such administration have on the Cold War great differences. and economics for the future? How different administrations dealt with How was the role of President Carter as different issues and how these decision an ex-president different than any others affected America in the future. in American history? Students will know The major foreign policy milestones that were reached during the Nixon presidency. How the actions of President Ford were received by the American people and why. How the present day terrorist organizations and practices evolved from actions and events during this era. How the world drastically changed after the end of the Cold War. Students will be able to Reconstruct the Watergate affair using primary source documents and interviews with individuals who remember the public reaction to the affair. Evaluate Nixon s Vietnamization policy and whether it was a viable plan. Track the presidential election results in 1976 and 1980 noting the different areas of support and weakness for the candidates. Identify the different people and international movements during this time that still impact the United States on a regular basis.
Formative Assessments Homework Class work Teacher observation Group participation Do Now Notebook assessment Project presentations Class discussions Evidence of Learning Summative Assessments Unit Tests Unit Projects/Demonstrations SGO Benchmark Final Exam Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Teacher tutoring Peer tutoring Cooperative learning groups Modified assignments Differentiated instruction Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Textbook Supplemental Readings Relevant Video Clips/DVDs Teacher Notes: These are guidelines for the teacher to use. There are many variations that can be used to customize the lessons to each style of teaching.