Content Area: Social Studies (SUBJECT) CURRICULUM Course Title: U.S. History II Honors Grade Level: 11 Unit 1: The U.S. Emerges as a World Power Pacing Guide 10 Days Unit 2: Boom to Depression Pacing Guide 10 Days Unit 3: World War II and its Aftermath Pacing Guide 10 Days Unit 4: Postwar Problems Pacing Guide 10 Days Unit 5: The Postwar Domestic Situation Pacing Guide 10 Days Unit 6: Turbulent Times Pacing Guide 10 Days
Unit 7: The Transitional 70s Pacing Guide 10 Days Unit 8: America Looks Ahead Pacing Guide 10 Days Date Created: July 5, 2017 Board Approved on: Septeber 14, 2017 Content Area: Social Studies Unit Title: The U.S. Emerges as a World Power Target Course/Grade Level: 11 U.S. History II Honors: Unit 1 Unit Summary: Review of all issues of American foreign policy in the 20th Century, and in the world that today s students will live in as adults, have their origins in the emergence of the United States as a major world power in the years just before and after 1900. Events leading the United States into World War I and the consequences of said involvement. Primary interdisciplinary connections: Infused within the unit are connections to the 2009 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.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.c Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries 6.1.12.B.7.a Explain how global competition by nations for land and resources led to increased militarism. 6.1.12.C.7. Determine how technological advancements affected the nature of a World War I on land, on water, and in the air. 6.1.12.C.7.a Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I. 6.1.12.D.7.a Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I. Unit Essential Questions How did economic and technological advancements impact America s interest in acquiring overseas territories? What positive and negative consequences did overseas expansion have for both the United States and territories it acquired? What factors pushed the United States towards overseas involvement and which factors pulled the United States toward isolationism? Unit Enduring Understandings Students will understand that The United States was drawn to overseas expansion for economic purposes. Isolationism played a major factor in the decision for the United States to stay out of the war in the beginning. The Treaty of Versailles had many problems.
What factors lead to United States involvement in World War I? How did America help the Allies win the war? What effect did the war have on different minority groups? Students will know Identify major factors contributing to American overseas expansion. Identify major factors contributing to America becoming Isolationist. Interpret maps concerning U.S. overseas involvement. Students will be able to Imperialism Spanish-American War Overseas Expansion Motivation Economic and Political Imperialism Exercise of Power by the President Direction in foreign policy. Changing America s Role in World Affairs World War I Retreat of Isolationism Introduction of Communism in Russia First Red Scare Evidence of Learning Formative Assessments Web based map work. Group research and presentations. Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates. Book reports. Portfolios. PowerPoint s, Web Pages. Summative Assessments Portfolio Review End of unit / chapter tests. End of term / semester tests. o All evaluations may contain some or all: Multiple choice, true/false, short
answer, essay, and visual identification and description questions. Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Modified assignments. Differentiated instruction. Native language texts and native language to English dictionary. Response to Intervention Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: The American s History textbook A History of the United States textbook Digital History Library of Congress 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 Great Depression Target Course/Grade Level: 11 U.S. History II Honors: Unit 2 Unit Summary With the end of World War I, the United States embarked on a decade of industrial productivity, economic growth, and national affluence unrivaled anywhere in the world and unprecedented in all of history. This was also a decade of internal tensions rising from the war and of significant social and political change. It would culminate sharply and disastrously in the economic crash of 1929. The Depression that began in 1929 and lasted until World War II deserves careful study, because it was the greatest economic crisis in American history and, it wrought deep changes in peoples attitudes toward government s responsibilities, gave new rights to organized labor, and set in place legislation that helped shape modern American capitalism. Primary interdisciplinary connections: Infused within the unit are connections to the 2009 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.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.b Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism. 6.1.12.A.8.c Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor organizations. 6.1.12.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. 6.1.12.C.8.a Analyze the push-pull factors that led to the Great Migration 6.1.12.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. 6.1.12.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. 6.1.12.D.8.b Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values. 6.1.12.A.9.a Analyze how the actions and policies of the United States government contributed to the Great Depression. Determine how
6.1.12.B.9.a 6.1.12.C.9.a 6.1.12.C.9.b 6.1.12.C.9.c 6.1.12.C.9.d 6.1.12.D.9.a 6.1.12.D.9.b 6.1.12.A.10.a 6.1.12.A.10.b 6.1.12.A.10.c 6.1.12.B.10.a 6.1.12.D.10.a 6.1.12.D.10.b 6.1.12.D.10.c agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression. Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression. Explain how government can adjust taxes, interest rates, and Innovation, and spending and use other policies to restore the country s economic health. Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used to evaluate the health of the economy. Explain the interdependence of various parts of a market economy. Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability. Explore the global context of the Great Depression and the reasons for the worldwide economic collapse. Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities. Explain how and why conflict developed between the Presidency and the Supreme Court and other branches of government. Assess the effectiveness of governmental policies enacted Periodic Table of the New Deal during the New Deal period (i.e., the FDIC, NLRB, and Social Security) in protecting the welfare of individuals. Evaluate the short- and long-term impact of the expanded role Tennessee Valley Authority Act of government on economic policy, capitalism, and society. Assess the effectiveness of New Deal programs designed to protect the environment. Analyze how other nations responded to the Great Depression. Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents. Explain how key individuals, including minorities and women (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New Deal.
6.1.12.D.10.d Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation. Unit Essential Questions Unit Enduring Understandings What were the major political, Students will understand that economic, social, and cultural The prosperity of the 1920s had certain changes of the 1920s? underlying signs of danger. What fueled the economic growth The 1920s saw many instances of of the 1920s? racism, xenophobia, and intolerance. What led to the Great Crash? The Great Crash of 1929 affected the US What was life like during the Great as well as the global economies. Depression? FDR and the New Deal ushered in a new What measures were taken to deal era of Governmental involvement in and with the Great Depression? regulation of the economy. What were the lasting impacts of the New Deal? Students will know List the economic danger signs of the 1920s. Explain the major aspects of the New Deal Compare the Great Depression with other economic downturns. Identify the legacy of the New Deal. Evaluate FDR s presidency. Students will be able to Societal Changes of the 1920s. Mass Media and the Jazz Age. Cultural Conflicts of the 1920s. The Republican Decade. Technological and Industrial Growth. Economic Danger Signs in the 1920s. The Great Crash. Society during the Great Depression. Election of 1932, FDR, and the New Deal. Evidence of Learning Formative Assessments Web based map work. Group research and presentations. Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates. Book reports.
Portfolios. PowerPoint s, Web Pages. Summative Assessments Portfolio Review End of unit / chapter tests. End of term / semester tests. o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, and visual identification and description questions. Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Modified assignments. Differentiated instruction. Native language texts and native language to English dictionary. Response to Intervention Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: The American s History textbook A History of the United States textbook Digital History Library of Congress 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: World War II and its Aftermath Target Course/Grade Level: 11 U.S. History II Honors: Unit 3 Unit Summary The two topics of isolationism and war provide students with important insights into the nation s changing role in the world one of the major themes in the study of United States history. Students cannot understand the role of the United States as a world superpower today without a firm understanding of the causes and results of World War II and the subsequent political, economic, and social impact on the nation. Primary interdisciplinary connections: Infused within the unit are connections to the 2009 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.D.9.a Explore the global context of the Great Depression and the reasons for the worldwide economic collapse. 6.1.12.D.10.b Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents. 6.1.12.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. 6.1.12.A.11.d Analyze the decision to use the atomic bomb and the consequences of doing so. 6.1.12.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 postwar shift back to domestic production. 6.1.12.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. 6.1.12.D.11.d 6.1.12.a.10.b Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust. 6.3 Active Citizenship in the 21st Century. Assess the effectiveness of governmental policies enacted during the New Deal period in protecting the welfare of individuals
6.1.12.a.10. a Explain how and why conflict developed between the Supreme Court and other branches of government over aspects of the New Deal Unit Essential Questions What factors within the United States pulled the nation away from involvement in World War II and what factors pushed the nation into World War II? How did the theaters of operations of World War II reflect the global interests of the United States? What conditions in society allowed the Holocaust to occur? How did the Holocaust change global politics? What was the political, social, economic and cultural impact of World War II on the home front? How can we apply what we know from this time period to our current events? Students will know Verbally opine, orally and in writing, the merits of dropping the atomic bomb on Japan. Evaluate when a nation s actions are leading toward genocide/ethnic cleansing. Make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national and global communities. Unit Enduring Understandings Students will understand that The shared characteristics of the Great Depression and Great Recession, as well as major differences between the two. Why the United States became involved in WWII and how it changed the United States. Why the two theaters of war were like two separate wars. What the act of genocide is and its greater effects on the world. How the changes that occurred in the United States change the country forever. How the role of women and other groups were catapulted to the forefront of different equality movements. How WWII gave birth to stronger global connections. Distinguish world political boundaries pre and post WWII. Identify the Allied and Axis Powers. Students will be able to How to construct and interpret maps relating to World War II. The different political ideologies involved in the war. The major causes and effects of war.
Evidence of Learning Formative Assessments Web based map work. Group research and presentations. Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates. Book reports. Portfolios. PowerPoint s, Web Pages. Summative Assessments Portfolio Review End of unit / chapter tests. End of term / semester tests. o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, and visual identification and description questions. Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Modified assignments. Differentiated instruction. Native language texts and native language to English dictionary. Response to Intervention Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: The American s History textbook A History of the United States textbook Digital History Library of Congress 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: Postwar Problems U.S. History II Honors: Unit 4
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. 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 2009 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.D.9.a Explore the global context of the Great Depression and the reasons for the worldwide economic collapse 6.1.12.D.10.b Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents. 6.1.12.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. 6.1.12.A.11.d Analyze the decision to use the atomic bomb and the consequences of doing so. 6.1.12.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 postwar shift back to domestic production. 6.1.12.D.11.c Explain why women, African Americans, Native Americans,
6.1.12.D.11.d 6.1.12.a.10.b 6.1.12.a.10.a 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. 6.3 Active Citizenship in the 21st Century. Assess the effectiveness of governmental policies enacted during the New Deal period in protecting the welfare of individuals. Explain how and why conflict developed between the Supreme Court and other branches of government over aspects of the New Deal. Unit Essential Questions What were the geopolitical changes in the postwar period in the world? How did America, with its isolationist values, emerge as a world power? How did the Cold War become a hot war in Korea? How can we apply what we know from this time period to our current events What are some constitutional issues relating to the US military and war powers? What ideological differences contributed to the Cold War? Students will know Identify the main goals of the superpowers in the postwar period and to explain why those goals were in conflict. List the problems confronting the United States from 1945-1963 in Europe, Asia, Middle East, Latin America and their solutions. Make informed decisions that Unit Enduring Understandings Students will understand that Why the United States assumed the position it did throughout the Cold War. Why the United States changed its former policies of isolationism to become a major world political player. How the United States was able to finance their role in the Cold War. How ideologies shape military action. War Powers delegated in the Constitution. Students will be able to How to construct and analyze maps to increase understanding of the Cold War. The different political ideologies involved in the Cold War. The concepts of competing political ideologies and the adverse effects on international politics.
reflect fundamental rights and core democratic values as productive citizens in local, national and global communities. Evidence of Learning Formative Assessments Web based map work. Group research and presentations. Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates. Book reports. Portfolios. PowerPoint s, Web Pages. Summative Assessments Portfolio Review End of unit / chapter tests. End of term / semester tests. o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, and visual identification and description questions. Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Modified assignments. Differentiated instruction. Native language texts and native language to English dictionary. Response to Intervention Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: The American s History textbook A History of the United States textbook Digital History Library of Congress 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: Postwar Domestic Problems Target Course/Grade Level: 11 U.S. History II Honors: Unit 5 Unit Summary Consider the economic transformation and the deep social and cultural changes that the war either originated or accelerated. Like the 1920s, the period after World War II saw widespread alterations of human expectations. New technologies, new products, new amusements, and new patterns of production and consumption emerged. Unlike the 1920s, prosperity was more widely enjoyed and the good times lasted. Students need to understand the reasons for this contrast and why certain segments of the population did not fully share in this new prosperity. Primary interdisciplinary connections: Infused within the unit are connections to the 2009 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 6.2.12.A.5.a Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances, and periodic military clashes. 6.2.12.A.5.b Analyze the structure and goals of the United Nations and evaluate the organization s ability to solve or mediate international conflicts. 6.2.12.A.5.c Explain how World War II led to aspirations for self-determination,
6.2.12.B.5.a 6.2.12.B.5.b 6.2.12.C.5.b 6.2.12.C.5.c 6.2.12.a.12.a 6.2.12.a.12.b and compare and contrast the methods used by African and Asian countries to achieve independence. Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence. Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia. 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. 6.3 Active citizenship in the 21st Century. 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. Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War and other conflicts. Unit Essential Questions How did the Cold War undermine individual liberties? How did postwar prosperity influence American culture in the 1950s? How did the Civil Rights movement evolve during the post-war period? How can we apply what we know from this time period to our current events? Students will know Analyze the Cold War fears that promoted the hysteria of Unit Enduring Understandings Students will understand that Understand the role of important dates, events, and persons of the post-world War II period. The differences and similarities of the social, economic, and political trends of the different eras. How technology makes a significant impact on this and any other era. How different tactics of civil protest works and their enduring effects. Students will be able to How to read and gather information from primary and secondary sources.
McCarthyism. Evaluate the effects of the postwar transition to a peacetime economy. Comprehend the chronology of the Civil Rights movement. Evaluate the changes to the United States at this time as positive or negative. Make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national and global communities. How to identify misuse of power when demonstrated in government. The effects of technology on society and it lasting impact. How the fourth estate influences political outcomes. Evidence of Learning Formative Assessments Web based map work. Group research and presentations. Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates. Book reports. Portfolios. PowerPoint s, Web Pages Summative Assessments Portfolio Review End of unit / chapter tests. End of term / semester tests. o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, and visual identification and description questions. Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Modified assignments. Differentiated instruction. Native language texts and native language to English dictionary. Response to Intervention Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher
Resources: The American s History textbook A History of the United States textbook Digital History Library of Congress 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: Turbulent Times Target Course/Grade Level: 11 Unit Summary Civil Rights movement U.S. History II Honors: Unit 6 Primary interdisciplinary connections: Infused within the unit are connections to the 2009 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.C.13.b Evaluate the effectiveness of economic policies that sought to combat post-world War II inflation. 6.1.12.C.13.c Determine the effectiveness of social legislation that was enacted to end poverty in the 1960s and today. 6.1.12.C.13.d Relate American economic expansion after World War II to
increased consumer demand. 6.1.12.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. 6.1.12.d.12. Analyze efforts to eliminate communism, such as McCarthyism, b and their impact on individual civil liberties. 6.3 Active citizenship in the 21st century. Unit Essential Questions Unit Enduring Understandings How did the Cold War undermine Students will understand that individual liberties? The role of important dates, events, and How did postwar prosperity persons of the post-world War II period. influence American culture in the The role of the different aspects of the 1950s? Civil Rights movement and the leaders How did the Civil Rights movement representing them. evolve during the post-war period? How upheaval in a society between How can we apply what we know beliefs, age, and other differences can be from this time period to our current both productive and nonproductive. events? Students will know Evaluate and compare the political and social conditions of the 1950s and the 1960s. Predict the evolution of United States involvement in Vietnam. Analyze the Cold War fears that promoted the hysteria of McCarthyism. Make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national and global communities. Students will be able to Students will be able to evaluate the effects of the postwar transition to a peacetime economy. Students will read and gather information from sources such as Halberstram. Students will comprehend the chronology of the Civil Rights movement. How social policy is made. Strategies for achieving change in social policy. Evidence of Learning
Formative Assessments Web based map work. Group research and presentations. Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates. Book reports. Portfolios. PowerPoint s, Web Pages. Summative Assessments Portfolio Review End of unit / chapter tests. End of term / semester tests. o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, and visual identification and description questions. Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Modified assignments. Differentiated instruction. Native language texts and native language to English dictionary. Response to Intervention Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: The American s History textbook A History of the United States textbook Digital History Library of Congress 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: The Transitional 70s Target Course/Grade Level: 11 U.S. History II Honors: Unit 7
Unit Summary Watergate requires attention because it represents constitutional democracy under attack, but also because it demonstrates the ability of the democratic process to defend itself. In matters of foreign affairs, today s students live in a much more interdependent world and, therefore, ought to be cognizant of the main outline of American foreign policy in their own and their parents lifetimes. Primary interdisciplinary connections: Infused within the unit are connections to the 2009 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.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. 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.D.12.e Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War. 6.1.12.C.13.c Determine the effectiveness of social legislation that was enacted to end poverty in the 1960s and today. 6.1.12.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. 6.1.12.D.13.c Analyze the successes and failures of women s rights
6.1.12.D.13.f 6.1.12.c.13.c organizations, the American Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities. Relate the changing role of women in the labor force to changes in family structure. Determine the effectiveness of social legislation that was enacted to end poverty in the 1960s and today. 6.3 Active Citizenship in the 21st Century. Unit Essential Questions Unit Enduring Understandings How was public confidence in Students will understand that government eroded during this How the actions of one political figure period? can change the perception of government. How was global interdependence Why the Middle East had the high level evident in the United States of control on the United States economy. economy and politics during this How the role of the United States was period? critical in world peace and treaties. How can we apply what we know from this time period to our current events? Students will know Discuss the erosion of public confidence in government. Evaluate the global interdependence of nations in the areas of environment, disarmament and energy. Understand the impact of the bicentennial on American society. Make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national and global communities. Students will be able to How the impeachment process works within the United States government. How the United States had changed due to the events of the 1960 s and 1970 s. Various emerging technologies and their impact on individuals and nations. Evidence of Learning
Formative Assessments Web based map work. Group research and presentations. Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates. Book reports. Portfolios. PowerPoint s, Web Pages. Summative Assessments Portfolio Review End of unit / chapter tests. End of term / semester tests. o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, and visual identification and description questions. Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Modified assignments. Differentiated instruction. Native language texts and native language to English dictionary. Response to Intervention Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: The American s History textbook A History of the United States textbook Digital History Library of Congress 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 Looks Ahead Target Course/Grade Level: 11 U.S. History II Honors: Unit 8
Unit Summary The purpose of this unit is to examine the issues surrounding the disintegration of the Soviet Union and the future of United States relations with the newly independent republics. This unit will investigate the principles underlying current U.S. policies throughout the world. Students will apply the lessons learned throughout the year to analyze current political, social, economic and cultural challenges to the United States. Primary interdisciplinary connections: Infused within the unit are connections to the 2009 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.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. 6.1.12.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. 6.1.12.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. 6.1.12.D.14.a Determine the relationship between United States domestic and foreign policies. 6.1.12.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. 6.1.12.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. 6.1.12.A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations. 6.1.12.c.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. 6.3 Active citizenship in the 21st century. Unit Essential Questions Unit Enduring Understandings What forces contributed to end the Students will understand that Cold War and the fall of Communism How the collapse of communist Europe in the Soviet Union and in Eastern affected world politics and the world Europe? economy. What are the geopolitical and The impact of increased terrorism in the economic interests that have made United States and the world. the Middle East of strategic The economic, social, and political importance to the United States? repercussions of 9-11. Historians have called the 20th The changes in the United States and Century the American Century. Will the world after the 9-11 attacks. current political, economic, social, How to evaluate what the future might and cultural challenges allow that the hold for the United States by analyzing same will be said for the 21st the events of the 20th century. Century? How can we apply what we know from this time period to our current events? Students will know Demonstrate how the post-cold War restructuring has impacted on America s role as the world s superpower. Identify how America s economic interests influence its foreign policy. Make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national and global communities. Take part in the electoral process. Students will be able to The chronology of terrorism throughout the world in the 20 th century The changing role of the United States on the world stage Growth of a global economy The significance of Bush v. Gore The role of the 9/11 Commission in the context of checks & balances Electoral procedure Understand global trade issues
Explain checks and balances using numerous 20th and 21st century examples. Identify political boundaries nations with which we have had military, political, economic, social and/or cultural relationship with in the 20th and 21st centuries. Evidence of Learning Formative Assessments Web based map work. Group research and presentations. Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates. Book reports. Portfolios. PowerPoint s, Web Pages. Summative Assessments Portfolio Review End of unit / chapter tests. End of term / semester tests. o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, and visual identification and description questions. Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Modified assignments. Differentiated instruction. Native language texts and native language to English dictionary. Response to Intervention Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: The American s History textbook A History of the United States textbook Digital History Library of Congress
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.