Social Studies - Mr. Houze's United States History Classroom



|Social Studies |El Paso I.S.D. |3 Week Unit |

|Grade Level / Course: | | |Part 2 Unit # : 4 Weeks 10-12 |

|11th Grade U.S. History | | | |

| |

|THE WRITTEN CURRICULUM |

|Unit Topic |The Great Society and the Vietnam War & TAKS Review |

|CONCEPTS, GENERALIZATIONS/ENDURING UNDERSTANDINGS & GUIDING QUESTIONS |

|Universal Generalizations |“Social Change”: Vietnam, Great Society, Social Change |

|/Enduring Understandings | |

| |People’s conflicting ideas about how society should be shaped leads to the formation of different groups within the society. |

| |Opportunities for democratic participation and economic improvement have continually expanded throughout American History. |

| |There is a continuing struggle for balance between the ideal of individual rights and the reality of government intervention and protection. |

| |Wars are fought for different reasons, some noble, and others based on greed and prejudice. |

| |Circumstances of each period in history have formed and changed American culture in different ways. |

| |The culture of a society is reflected in its religious practices, traditions, literature, music, art and the decisions of everyday life. |

| |Overtime, different interpretations of the role of government and its people bring about dramatic change. |

| | |

| |Skills-Related |

| | |

| |Knowledge of the past is acquired through the study of primary and secondary sources of historical evidence. |

| |Good communication skills are based on the correct use of vocabulary and written/oral language. |

| |Creating and using the tools of geography allows for a more definitive perspective of the world. |

|Guiding Questions |Vietnam War |

| |Why did (and should have?) the U.S. become involved in another country’s (Vietnam) civil war? |

| |Should the U.S. have become involved in another country’s (Vietnam) civil war? |

| |How and why is communism considered un-American? |

| |How was the expansion of American involvement in the Vietnam struggle inevitable? |

| |How did the Vietnam War present an opportunity for change in the U.S.? |

| | |

| |The Sixties |

| |What experiences must be present for social change to occur? |

| |What was the “War on Poverty” and how did the policies of the “Great Society” fight it? |

| |What has been the impact of the Great Society on American life? |

| |How is social change reflected in the arts of the time? |

| |What elements contributed to the counterculture of the 1960’s and what impact did it have on American society, culture, and politics? |

| |Why do historians often say 1968 is a tumultuous year; do you agree or disagree? |

|TAKS Objectives |Objective 1: The student will demonstrate an understanding of issues and events in U.S. history. |

| |Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events |

| |Objective 3: The student will demonstrate an understanding of economic and social influences on historical issues and events |

| |Objective 4: The student will demonstrate an understanding of political influences on historical issues and events |

| |Objective 5: The student will use critical thinking skills to analyze social studies information |

| |

|TAKS Requirements |Part 2 Unit 4: The Great Society and the Vietnam War & TAKS Review |

| |TAKS tested TEKS in Unit 4B |TAKS Review TEKS |

| |(US.1)  History – A | (8.4) History - B |

| |(US.1)  History – B |(8.16) Government - C |

| |((8.1) History – C |(8.17) Government – B |

| |US.6)  History – E |(US.5) History – B |

| | |(US.18)  Citizenship - B |

|TEKS Strand 8 |All Strand 8 TEKS will be benchmarked as appropriate. Note: Strand 8 TEKS, Social Studies Skills, are in each unit. In some cases, specific content or strategies are noted in |

| |the Specifications box. In other units, skills listed are to be applied to lessons the teacher finds most appropriate. Skills are to be included in a continuous and ongoing |

| |manner. |

|TEKS Tested at Exit: |TEKS |Specifications |

|TAKS Obj.# - TEKS |Knowledge & Skills Statement |*Tested at EXIT in BOLD for TAKS & Benchmark Tests |

|Yr. / Quest. # |Student Expectations | |

| |* Shaded Areas – TAKS Tested | |

| |

|Part 2 Unit 4: TAKS Review |

|Significant Eras and Dates in U.S. History |

|TESTED AT EXIT |(8.1) History. The student understands traditional historical points |HISTORY – 8TH GR. TEKS |

|OBJ: 1 – 8.1.C |of reference in U.S. history through 1877. The student is expected |TAKS REVIEW |

|2003 / # 44 |to: | |

|2006 / # 46 | | |

| |(A) identify the major eras in U.S. history through 1877 and describe|Activities – Consult Resources: |

| |their defining characteristics; | |

| | |SSC: TAKS Review Activities for Obj. 1 |

| | |McDougal-Little: TAKS Spiraled Content Review for Obj. 1 |

| | |Jarrett’s - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3:pp.78, 80, & 93 |

| |(C) explain the significance of the following dates: … 1776, 1787, … | |

| |and 1861-1865. | |

|Significant Individuals in U.S. History |

|TESTED AT EXIT |(8.4) History. The student understands significant political and |HISTORY – 8TH GR. TEKS |

|OBJ: 1 – 8.4.B |economic issues of the revolutionary era. The student is expected to:|TAKS REVIEW |

|2004 / # 48 & 53 | | |

| |(B) explain the roles played by significant individuals during the |Activities - Consult Resources: |

| |American Revolution, including … Thomas Jefferson, , … and George |SSC: TAKS Review Activities for Obj. 1 |

| |Washington; |McDougal-Little: TAKS Spiraled Content Review for Obj. 1 |

| | |Jarrett’s - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: pp. 78-79 |

|TESTED AT EXIT |( C ) explain the issues surrounding [important events of] the | |

|OBJ: 1 – 8.4.C |American Revolution, including declaring independence; [writing] the |SSC: TAKS Review Activities for Obj. 1 |

| |Articles of Confederation…; |McDougal-Little: TAKS Spiraled Content Review for Obj. 1 |

| | |Jarrett’s - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3:pp 78-81 |

| |(8.3) History. The student understands the foundations of |GOVERNMENT – 8TH GR. TEKS |

| |representative government in the United States. The student is |TAKS REVIEW |

| |expected to: | |

|TESTED AT EXIT |(A) explain the reasons for the growth of representative government |Activities - Consult Resources: |

|OBJ: 4- 8.3.A |and institutions during the colonial period; | |

| | |SSC: TAKS Review Activities for Obj. 4 |

| | |McDougal-Little: TAKS Spiraled Content Review for Obj 4 |

| | |Jarrett’s - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: pp 77 and 86-87 |

| |(8.16) Government. The student understands the American beliefs and | |

| |principles reflected in the U.S. The student is expected to: | |

|TESTED AT EXIT |(A) identify the influence of ideas from historic documents |SSC: TAKS Review Activities for Obj. 4 |

|OBJ: 4- 8.16.A |including the Magna Carta, the English Bill of Rights, … the |McDougal-Little: TAKS Spiraled Content Review for Obj 4 |

| |Declaration of Independence, the Federalist Papers, [and selected |Jarrett’s - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: pp 77 and |

| |anti-federalist writings] on the U.S. system of government; |86- 88 |

|The Constitution and its Amendments |

|TESTED AT EXIT |(8.16) Government. The student understands the American beliefs and |HISTORY – 8TH GR. TEKS |

|OBJ: 1 – 8.16.C |principles reflected in the U.S. Constitution and other important |TAKS REVIEW |

|2006 / # 25 |historic documents. The student is expected to: | |

| |(C) identify colonial grievances listed in the Declaration of |Activities - Consult Resources: |

| |Independence and explain how those grievances were addressed in the | |

| |U.S. Constitution and the Bill of Rights; and |SSC: TAKS Review Activities for Obj.1 |

| |CRS – I.C |McDougal-Little: TAKS Spiraled Content Review for Obj.1 |

| | |Jarrett’s - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: p. 87 |

| | |GOVERNMENT – 8TH GR. TEKS |

| | |TAKS REVIEW |

|TESTED AT EXIT |(D) analyze how the U.S. Constitution reflects the principles of |Consult Resources: |

|OBJ: 4- 8.16.A |limited government, republicanism, checks and balances, federalism, |SSC: TAKS Review Activities for Obj.4 |

| |separation of powers, popular sovereignty, and individual rights. |McDougal-Little: TAKS Spiraled Content Review for Obj.4 |

| |CRS – I.C.1 |Jarrett’s - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: pp 81-86 and 88 |

| |(8.20) Citizenship. The student understands the rights and |GOVERNMENT – 8TH GR. TEKS |

| |responsibilities of citizens of the United States. The student is |TAKS REVIEW |

| |expected to: | |

|TESTED AT EXIT |(A) define and give examples of unalienable rights; and |Consult Resources: |

|OBJ: 4- 8.20.A | |SSC: TAKS Review Activities for Obj.4 |

| | |McDougal-Little: TAKS Spiraled Content Review for Obj.4 |

| | |Jarrett’s - Mastering the Grade 11 TAKS Social Studies Assessment |

| | |Unit 3: pp. 81-86 |

|TESTED AT EXIT |(B) summarize rights guaranteed in the Bill of Rights. | |

|OBJ: 4- 8.20.B | | |

| |(8.18) Government. The student understands the dynamic nature of the | |

| |powers of the national government and state governments in a federal | |

| |system The student is expected to: | |

|TESTED AT EXIT |(B) describe historical conflicts arising over the issue of states’|Consult Resources: |

|OBJ: 4- 8.18.B |rights, including the Nullification Crisis and the Civil War; |SSC: TAKS Review Activities for Obj.4 |

| | |McDougal-Little: TAKS Spiraled Content Review for Obj.4 |

| | |Jarrett’s - Mastering the Grade 11 TAKS Social Studies Assessment |

| | |Unit 3: pp. 90-92-94 |

| |8.17  Government. The student understands the process of changing the| |

| |U.S. Constitution and the impact of amendments on American society. | |

| |The student is expected to: | |

| |(B) describe the impact of 19th-century amendments including the |Consult Resources: |

|TESTED AT EXIT |13th, 14th, and 15th amendments on life in the United States; and |US.17B: Expanding the Right to Vote |

|OBJ: 4 – 8.17.B |CRS – I-C- B 2 | |

|2003 / # 42 | |13th Amendment – Freed the slaves |

| | |14th Amendment – Guaranteed all citizens right to due process and equal protection |

| | |15th Amendment – Race no bar to vote |

| | |19th Amendment - Gave women the right to vote |

| | |24th Amendment - Eliminated the Poll Tax |

| | |26th Amendment - Gave right to vote to 18 year olds |

| | |These amendments increased voting rights and the pool of voters in the U.S. |

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| | |Activities - Consult Resources: |

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| | |SSC: TAKS Review Activities for Obj.4 |

| | |McDougal-Little: TAKS Spiraled Content Review for Obj.4 |

| | |Jarrett’s - Mastering the Grade 11 TAKS Social Studies Assessment |

| | |Unit 3: pp. 94 & 95 |

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| |(US.18)  Citizenship. The student understands efforts to expand the | |

| |democratic process. The student is expected to: |CITIZENSHIP – 11TH GR. TEKS |

| | |TAKS REVIEW |

|TESTED AT EXIT |. (B) evaluate various means of achieving equality of political |16th Amendment - (1913-Income tax) Progressive reform for fair taxation |

|OBJ: 4 – US.18.B |rights, including the 19th, 24th, and 26th amendments |17th Amendment - (1913-Election of Senators) Progressive movement to give more power to the people |

|2003 / # 31 | |18th Amendment - (1919-Prohibition) To eliminate alcohol to appease Temperance Movement |

|2004 / # 22 | |19th Amendment - (1920-Women’s right to vote) Response to long term Women’s Movement to gain the vote and|

|2006 / # 15 | |a reward for efforts during WWI |

| | |20th Amendment - (1933-Presidential term and succession) Needed President to take office sooner |

| | |21st Amendment - (1933-Repeal of Prohibition) Loss of tax revenue and to stop organized crime |

| | |22nd Amendment - (1951-2-term limit on President) Republican response to FDR being elected four times |

| | |23rd Amendment - (Presidential vote in D.C.) |

| | |24th Amendment - (1964-Poll Tax) Passed to help allow Blacks to vote |

| | |25th Amendment - (1967-Presidential succession) |

| | |26th Amendment - (1971-18-yr old right to vote) 18 year olds were fighting in Vietnam |

| | |27th Amendment - (1992-Compensation of members of Congress) Political maneuver to make themselves look |

| | |ethical |

| | | |

| | |Civil Rights Act of 1964-Prohibited discrimination and empowered the federal government to enforce civil |

| | |rights |

|Unit 4: The Great Society and the Vietnam War |

| |(US.17)  Government. The student understands the impact of |GOVERNMENT – 11TH GR. TEKS |

| |constitutional issues on American society in the 20th century. The |REVIEW |

| |student is expected to: | |

| | |NOTE: |

| |(B) analyze reasons for the adoption of 20th-century constitutional |See list of Amendments in Specifications for TEK 18.B above. |

| |amendments. | |

|TESTED AT EXIT | |HISTORY TEKS |

|OBJ:: 1 – US.6.E |(US.6)  History. The student understands the impact of significant |Era: Vietnam |

|2006 / # 26 |national and international decisions and conflicts from World War II | |

| |and the Cold War to the present on the United States. The student is | |

| |expected to: | |

| |analyze the conflicts in Korea and Vietnam and describe their |US.6.E The Domestic and International Effects of the Vietnam War |

| |domestic and international effects | |

| | |Conflicts |Domestic effects |International effects |

| | |Cold War | |Containment Policy, |

| | |Vietnam Conflict |Sixties Counter Culture |Domino Effect Theory |

| | |• 1954: French defeated in Vietnam, |• Green Berets sent by President |• Restrictions placed on where |

| | |• 1955: U.S. starts to support the |Kennedy to assist S. Vietnam. |troops could go – fear the Chinese |

| | |newly established nation of South |• Late 1960’s: Anti-war protests and |would invade |

| | |Vietnam with military advisors and aid|Draft Card Burning |• Ho Chi Minh Trail – Leads to |

| | |to hold off communist North Vietnam |• 1974: Kent State incident |secret incursions into Laos & |

| | |• 1964: Gulf of Tonkin |• 26th Amendment, Change in voting |Cambodia |

| | |Incident-expands U.S. military |age to 18 |• Communist regime takes over Laos |

| | |• 1968: Tet Offensive fails but |• Returning soldiers are mistreated |and Cambodia. |

| | |changes psychology of the war. U.S. |and not viewed as heroes |• Rest of the region does not fall |

| | |has ½ million troops |• Pentagon Papers |to communism; |

| | |• 1975: Siagon Falls to Communist |• War Powers Act |• 17th Parallel divides nation |

| | |N.Vietnam. | |after 1955 peace agreement |

| | | | |• Many South Vietnamese forced to |

| | | | |flee their country and relocate |

| | | | |around the world; |

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| | |GEOGRAPHY TEKS |

| |(US.9)  Geography. The student understands the impact of geographic |Era: Vietnam |

| |factors on major events. The student is expected to: | |

| |(B)  identify and explain reasons for changes in political boundaries|US.9.B: International Conflicts – The Vietnam War |

| |such as those resulting from statehood and international conflicts. |Vietnam: |

| |CRS – III.A.1 |17th Parallel |

| | |Gulf of Tonkin |

| | |Ho Chi Minh Trail |

| | |Laos |

| | |Cambodia |

| | |GOVERNMENT TEKS |

| |(US.16)  Government. The student understands the changing |Era: Vietnam |

| |relationships among the three branches of the federal government. The| |

| |student is expected to: | |

| | |Gulf of Tonkin Resolution gave more power to the President and less to Congress by allowing the President to make |

| |(A)  evaluate the impact of events, including the Gulf of Tonkin |decisions during wartime without the consent of Congress |

| |Resolution and the War Powers Act, on the relationship between the |War Powers Act limited the President’s power and strengthened the power of Congress because of the decisions made |

| |legislative and executive branches of government. CRS – I.C |by the president during the Vietnam War. |

| | |HISTORY TEKS |

| |(US.6)  History. The student understands the impact of significant |Era: The Sixties |

| |national and international decisions and conflicts from World War II | |

| |and the Cold War to the present on the United States. The student is | |

| |expected to: | |

| |(H) identify the origins of major domestic and foreign policy issues |US.6.H The Great Society Programs of the 1960’s |

| |currently facing the United States. | |

| | |Domestic Policy |Impact |

| | |Poverty |Tax Reduction Act of 1964 |

| | | |Economic Opportunity Act of 1964 |

| | | |VISTA |

| | | |Job Corps |

| | |Education |Head Start |

| | | |Corp. for Public Broadcasting (PBS & NPR) Created |

| | | |Elementary & Secondary Act of 1965 |

| | | |Higher Education Act of 1965 |

| | |Healthcare |Medicare |

| | | |Medicaid |

| | |Housing |Dept. of Housing & Urban Development (HUD) -1965 |

| | | |Omnibus Housing Act of 1965 – Aid in Home buying |

| | |Immigration |Immigration Act of 1965 – Ended quotas for non-Europeans |

| | |Environment |Water Quality Act of 1965 |

| | | |Clean Air Act Amendment of 1965 |

| | | |Air Quality Act of 1967 |

| | |Consumer Protection |Truth in Packaging Act of 1966 |

| | | |Wholesome Meat Act of 1967 |

| | | |Highway and Motor Vehicle Safety Acts |

| | | |Dept. of Transportation (DOT) – 1966 |

| | |Point and Counterpoint: Great Society programs have had a long-lasting improvement in the lives of many although |

| | |some argue that it created budget deficits and dependence on “big” government. |

| | |CITIZENSHIP |

| |(US.18)  Citizenship. The student understands efforts to expand the |Era: The Sixties |

| |democratic process. The student is expected to: | |

| | | |

| |(A) identify and analyze methods of expanding the right to |Anti- war and other protests affected change in domestic and foreign policy. |

| |participate in the democratic process, including lobbying, | |

| |protesting, court decisions, and amendments to the U S Constitution; | |

| | |CITIZENSHIP |

| |(US.19) Citizenship. The student understands the importance of |Era: The Sixties |

| |effective leadership in a democratic society. | |

| |( C ) identify the contributions of Texans who have been President of|US.19.C: Contributions of a Texan in American Society |

| |the United States. |Lyndon Baines Johnson (LBJ) |

| | |Congressmen (1937-1949) |

| | |Senator (1949-1961) |

| | |Elected Senate Minority Leader in 1953 |

| | |Elected Senate Majority Leader in 1954 |

| | |Vice-President (1961-1963) |

| | |President’s Committee on Equal Employment Opportunities |

| | |President’s Ad Hoc Committee for Science |

| | |President (1963-1969) |

| | |Signed Civil Rights Legislation |

| | |Created the Great Society Programs |

| | |Led U.S. escalation of troops in Vietnam |

| | |GOVERNMENT TEKS |

| |(US.15)  Government. The student understands changes in the role of |Era: The Sixties |

| |government over time. The student is expected to | |

| |(D)  predict the effects of selected contemporary legislation on the |US.15.D: Legislations impact on role of Government |

| |roles of state and federal governments. | |

| | |Legislation |Impact on Government |

| | |Economic Opportunity Act of 1964 |Expanded Federal Gov’t. reach into society |

| | |Elementary & Secondary Act of 1965 |Increased layers of Bureaucracy |

| | |Clean Air Act Amendment of 1965 |Increased State and local responsibilities to implement|

| | |Medicare Act of 1965 |laws |

|TESTED AT EXIT | |GOVERNMENT TEKS |

|OBJ: 4 – US.17.A |(US.17) Government. The student understands the impact of |Era: The Sixties |

| |constitutional issues on American society in the 20th century. The | |

| |student is expected to: | |

| |(A) analyze the effects of 20th century landmark U.S. Supreme Court|US.17.A: 1964 Reynolds v. Sims |

| |decisions including Brown v. Board of Education, Regents of the |Made legislatures more representative of the people they represent; changed funding formulas for schools, roads and|

| |University of California v. Bakke, and Reynolds v. Sims; |services |

| | | |

| | |Supreme Court upheld “ principle of one person, one vote” ; equal protection requires representation in state |

| | |legislatures to be based on population |

|TESTED AT EXIT |(US.18)  Citizenship. The student understands efforts to expand the |CITIZENSHIP TEKS |

|OBJ: 4 – US.18.B |democratic process. The student is expected to: |Era: The Sixties |

|2003 / # 31 | | |

|2004 / # 22 | | |

|2006 / # 15 | | |

| |(B) evaluate various means of achieving equality of political |US.18.B: Passage of the 26th Amendment |

| |rights, including the 19th, 24th, and 26th amendments. |Prompted by Anti-war movement in the 1960’s by pointing out that 18yr. old Boys could be drafted to fight in |

| | |Vietnam but had no voice in electing America’s political leaders who sent them to fight. |

| | |Amendment was passed in 1971 |

| | |Drafted ended in 1973 |

| | |ECONOMICS TEKS |

| |(US.14)  Economics. The student understands the economic effects of |Era: The Sixties |

| |World War II, the Cold War, and increased worldwide competition on | |

| |contemporary society. The student is expected to: | |

| |(D)   identify actions of government and the private sector to expand|1964-Economic Opportunity Act (EOA)–Job Corps; VISTA, Head Start- |

| |economic opportunities to all citizens. |1964 Great Society : War on Poverty –LBJ Administration Programs that would create a more equitable society: |

| | |Medicare/Medicaid |

| | |School Lunches |

| |(US.20) Culture. The student understands the relationship between the| |

| |arts and the times during which they were created. The student is |CULTURE TEKS |

| |expected to: |Era: The Sixties |

| | |US.20. A: The Sixties Culture – Counter Culture |

| |( A ) describe how the characteristics and issues of various eras in| |

| |U.S. history have been reflected in works of art, music, and | |

| |literature such as the paintings of Georgia O’Keeffe, rock and roll, | |

| |and John Steinbeck’s The Grapes of Wrath; | |

| | |Music |Pop Art , Fashion & Literature |Theater, Movies & TV |

| | | | | |

| | |The Beatles |Andy Warhol |Hair (T) |

| | |The Rolling Stones |David Hockney |Camelot (T) |

| | |Jimi Hendrix |Harvey Ball –Smiley Face |Dr. Strangelove (M) |

| | |The Doors |Hippies |The Graduate (M) |

| | |Janis Joplin |Mini-Skirts |2001: A Space Odyssey (M) |

| | |Joan Baez |Maurice Sendak – Published Where the |The Dick Van Dyke Show(TV) |

| | |Bob Dylan |Wild Things Are |Mission Impossible(TV) |

| | |Woodstock |Ken Kesey – Published One Flew Over |The Monkeys(TV) |

| | | |the Cuckoo’s Nest |Bonanza(TV) |

| |( C ) identify examples of American art, music, and literature that |US.20. B : The Cultural Themes of the Sixties |

| |transcend American culture and convey universal themes; | |

| | |Universal Themes |Examples of American Art |

| | |Rapid Change |Louis Armstrong – Jazz (music) |

| | |Struggle for Identity |Ernest Hemingway (literature) |

| | |Americanism |Norman Rockwell (art) |

| |(US.1)  History. The student understands traditional historical |HISTORY TEKS |

| |points of reference in U.S. history from 1877 to the present. The |Era: The Sixties |

| |student is expected to: | |

|TESTED AT EXIT |(A) identify the major eras in U.S. history from 1877 to the present|US.1.A: Refer to the events placed in the timeline of U.S. History by date and by era. |

|OBJ: Obj.1: US.1.A. |and describe their defining characteristics; |1954-1976 Social Reform Era – Civil Rights Movement, Vietnam War, Anti-War Movements, and Counter Culture |

|No Content Specific Question on Era | | |

|but Concept tested | | |

| | | |

|TESTED AT EXIT |apply absolute and relative chronology through the sequencing of |US.1.B: Sequence the above eras, their significant individuals, including Dr. Martin Luther King, Jr.; and |

|Obj.1: US.1.B |significant individuals, events, and time periods. |Presidents Eisenhower, Kennedy, Johnson and Nixon and their major policies/programs. |

|No Content Specific Question on Era | | |

|but Concept tested | | |

|Academic Language |VOCABULARY |

| |26th Amendment* |Free Speech Movement |Silent Majority |

| |Agent Orange |Gulf of Tonkin Resolution* |Students for a Democratic Society (SDS) |

| |Army of the Republic of Vietnam (ARVN) |Hippie |Tet Offensive |

| |Counterculture |Ho Chi Minh Trail |The Great Society |

| |Credibility Gap |Kent State University |The War on Poverty |

| |Domino Theory |Napalm |Vietcong |

| |Doves/Hawks |New Left |Vietminh |

| |Draft |Pentagon Papers |Vietnam |

| | |Search and Destroy Missions |Vietnamization |

| | | |War Powers Act |

| |BIOGRAPHIES |

| |Barry Goldwater, Senator |Henry Kissinger, National Security Advisor |Richard M. Nixon |

| |Barry McGuire (singer) |Ho Chi Minh |Robert Kennedy, Senator |

| |Dean Rusk, Sec. of State |Hubert Humphery, Senator |Robert McNamara, Sec. of Defense |

| |Earl Warren, Chief Justice |Joan Baez (Singer) |Sirhan Sirhan |

| |Eugene McCarthy, Senator |Lyndon B. Johnson, President |William Westmoreland, General |

| |George Wallace, Governor |Ngo Dinh Diem | |

| |*Indicates TEKS or TAKS vocabulary (See the TEA website’s Social Studies Center Resources: Glossary & Biography section for details) |

|THE TAUGHT CURRICULUM: Materials and Resources |

|District Approved |Textbook Resources |

|Instructional Resources / Textbook | |

|Correlations | |

| |McDougal-Littell – The Americans |

| |Ch-Sect.# |Title |PE/TE |U.# Gd.Readg. |Forml. |

| | | | |Indepth Resources |Assmt. |

| |Chapter 20: The New Frontier and the Great Society |

| |Telescoping the Times : – pg. 39-40 |

| |Ch. 20-3 |The Great Society |686 – 693 |U.6 – 3 |372 |

| |Chapter 22: The Vietnam Years |

| |Telescoping the Times : – pg. 43-44 |

| |Ch. 22-1 |Moving Toward Conflict |740-735 |U.6 – 39 |406 |

| |Ch. 22-2 |U.S. Involvement and Escalation |736-741 |U.6 – 40 |407 |

| |Ch. 22-3 |A Nation Divided |742-747 |U.6 – 41 |408 |

| |Ch. 22-4 |1968: A Tumultuous Year |748-753 |U.6 – 42 |409 |

| |Ch. 22-5 |The End of the War and Its Legacy |754-763 |U.6 – 43 |410 |

| |TAKS Review – The Living Constitution |

| |Ch. 2 |The Living Constitution |82-83 | | |

| |Ch. 2 |The Constitution |84-95 |U.1 – 59 to 61 |45 |

| |Ch. 2 |The Amendments |96-105 |U.1 – 62 |46 |

| |Recommended Primary Materials |

| |EPISD Resources |

| |Mastering the TAKS (Jarrett) |Chapter 11: pg. 183-207 |

| |Mastering the TAKS (Jarrett) |A Practice Grade 11 TAKS in Social Studies: pg.212 |

| |TAKS Review Activities by TEA & SSC |Correlate with TAKS/TEKS in Unit Lesson |

| |EPISD Resource Manual |pp. 84, 85, 150-151, 152-154, 155-156, 291 |

| |EPISD Resource Manual: Vietnam |pp. 85, 282, 298, 302, 315 |

| |TAKS Facts (CD) | |

| |McDougal-Littell: In-Depth Resources |

| |Unit 6: Living with Great Turmoil |

| |Ch.-Sect. # |Title |Resource |Page # |

| |Ch. 20-3 |from: Unsafe at Any Speed by Ralph Nader |Primary Source |14 |

| |Ch. 22-1 |The Gulf of Tonkin Resolution |Primary Source |*ELCD |

| |Ch. 22-2 |The State of the Union – 1966 by Pres. L.B. Johnson |Skill Builder – Fact from Opinion |45 |

| |Ch. 22-2 |from: Peace Without Consequences by. Pres. L.B. Johnson |Primary Source |*ELCD |

| |Ch. 22-2 |Letter from a Soldier in Vietnam |Primary Source |55 |

| |Ch. 22-2 |The Legacy of Vietnam by Robert McNamara |American Lives |62 |

| |Ch. 22-3 |Protest Buttons |Primary Source |56 |

| |Ch. 22-3 |The New Left by Dick Cluster |Primary Source |57 |

| |Ch. 22-4 |L.B.J. on Vietnam and Reelection; March 31, 1968 |Primary Source |58 |

| |Ch. 22-4 |MAP – The Ho Chi Minh Trail |Geography Application |51 |

| |Ch. 22-4 |The Moral Force for Non-Violence |American Lives |63 |

| |Ch. 22-4 |From: The Strategy of Confrontation |Primary Source |*ELCD |

| |Ch. 22-5 |Kent State |Primary Source |*ELCD |

| |Ch. 22-5 |from: In Country by Bobbie Ann Mason |Literature Selection |59-61 |

| |*ELCD: McDougal-Littell’s Companion Electronic C.D. |

| |Web Links |

| |General Web Resources |

| |Website Title |Web Address |

| |Social Studies Center | |

| | | |

| |UH Digital History site | |

| |WebQuest Matrix: Grades 9-12 Social Studies |

| | |rch+Matrix |

| |America’s Story: From the Library of Congress | |

| |People’s Century: 1900-1999 / PBS | |

| |The Great Society |

| |American Rhetoric: Lyndon Baines Johnson – “The Great Society” | |

| |What Was Really Great About The Great Society: The truth behind the conservative myths | |

| |NPR: Lyndon Johnson’s War on Poverty | |

| |The Vietnam War |

| |Vietnam | |

| |The History Place: Vietnam | |

| |PBS: The American Experience/Vietnam Online | |

| |The Sixties Counter Culture |

| |The 1960’s Counterculture – The Movement and Photos |’scountercult.htm |

| |The 1960’s Counterculture |(Web%|

| | |20Design)/framesetindex.htm |

| |The Vietnam Anti-War Movement |

| |The Anti-War Movement in the United States | |

| |Radical Times: The Antiwar Movement of the 1960s | |

| | |

| | |

| | |

| | |

| |Secondary/Intervention Resources |

| |Fasttrack to America’s Past |

| | |

| |Ch. 8 |

| |Map – Cold War Alliances |

| |pp. 8-9 to 8-10 |

| | |

| |Ch. 8 |

| |Map – Vietnam and Southeast Asia |

| |pp. 8-19 to 8-20 |

| | |

| |Ch. 8 |

| |Charting the Fight Against Poverty |

| |pp. 8-22 |

| | |

| | |

| |Grade 8 History & Government TAKS |

| | |

| | |

| |Ch. 3 |

| |Revolutionary Years |

| |pp. 3-5 to 3-6; |

| |pp. 3-11 to 3-12; 3-19; |

| |and 3-21 to 3-28 |

| | |

| |Ch. 5 |

| |Civil War & Reconstruction |

| |pp. 5-1 to 5-5 & 5-13 |

| | |

|THE TESTED CURRICULUM |

|Assessments |Formative: Student Work Products/Performances/Demonstrations |Summative: External Assessment (TAKS, Advanced Placement, etc.) |

| | |TAKS Exam May, 2008 |

|THE TAUGHT CURRICULUM |

|Suggested Best Practices to Teach The Student Expectations in This Unit |

|Model Lessons |• Vietnam, Great Society, Social Change | |

|Other Curricular Connection (Science, |To be developed | |

|ELA, Math, Technology, LOTE, etc.) | | |

|Challenge/Extension |To be developed | |

|Differentiation Strategies/Materials |To be developed | |

|(e.g., special education, ESL, | | |

|bilingual, etc.) | | |

|(e.g., special education, ESL bilingual,| |

|etc. ) | |

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