Instructional Timeline – 11th Grade U
|Instructional Timeline – 11th Grade U.S. History – |
|Unit 7 – A Time of Upheaval – 1954 – 1980 |
|Chapter 25 – The Vietnam War 1954 – 1975 |
|Chapter 26 – The Politics of Protest 1960 - 1980 |
|Suggested Time Frame: ≈ block days |
|Description |The United States focuses on Vietnam, going to war in Vietnam, Vietnam divides the nation, the war winds down |
| | |
| |The Student Movement and the Counterculture, the Feminist Movement, New Approaches to civil rights, Saving the earth |
|Assessment |Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play |
| |Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation |
|Essential Questions |The politics of the 1960’s produced extremes in the spectrum. How did each of the groups involved in the protest movement represent new |
| |ideas and old ideas? |
|Core Components |TEKS/SEs |Specifications/Examples |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(2)(1) History. The student understands traditional |Social Reform Era 1954-1976 (Civil Rights Movement, Vietnam War, Protest |
| |historical points of reference in U.S. history from 1877 |Movements, end of economic boom); |
| |to the present. The student is expected to: | |
| |(A) identify the major characteristics that define an | |
| |historical era; |Refer frequently to the events placed in the timeline of U.S. History |
| |(B)(A) identify the major eras in U.S. history from 1877 | |
| |to the present and describe their defining | |
| |characteristics; | |
| |(C)(B) apply absolute and relative chronology through the | |
| |sequencing of significant individuals, events, and time | |
| |periods; and |Assassination of MLK, Civil Rights act of 1968 |
| |(D)(C) explain the significance of the following dates | |
| |years as turning points: 1968-1969 |Democratic National Convention, Tonkin Gulf |
| |(8)(7) History. The student understands the impact of |United Nations, domino theory, escalation, Vietnamization, anti-war protests, |
| |significant national and international decisions and |Tet Offensive, Ho Chi Mihn Trail |
| |conflicts in the Cold War on the United States. The | |
| |student is expected to: | |
| |D) explain reasons and outcomes for U.S. involvement in |Kent State |
| |foreign countries and their relationship to the Domino | |
| |Theory, including the Vietnam War Conflict |Lyndon B. Johnson |
| |(E) analyze the major issues and events of the Vietnam War|Nixon |
| |Conflict such as the Tet Offensive, the escalation of | |
| |forces, Vietnamization, and the fall of Saigon; and |Civil disobedience |
| |(F) describe the responses to the Vietnam War Conflict | |
| |such as the draft, the 26th Amendment, the role of the | |
| |media, the credibility gap, the silent majority, and the | |
| |anti-war movement. | |
| | | |
| |(19)(18)(15) Government. The student understands changes |Means that may be tested include: |
| |over time in the role of government over time. The student|19th, 24th, and 26th amendments. |
| |is expected to: | |
| |(B)(A) explain constitutional issues raised by the impact |protest marches and rallies |
| |of significant international events such as how the role | |
| |of the federal government policy changes during times of | |
| |significant events, the 1960s on changes in the role of | |
| |the federal government; | |
| | | |
| |(20)(19)(16) Government. The student understands the | |
| |changing relationships among the three branches of the | |
| |federal government. The student is expected to: |War Power Act |
| |(A) describe evaluate the impact of events, including such| |
| |as the Gulf of Tonkin Resolution and the War Powers Act, | |
| |on the relationship between the legislative and executive | |
| |branches of government; and | |
| |(23)(21)(18) Citizenship. The student understands efforts | |
| |to expand the democratic process. The student is expected | |
| |to: | |
| |(B) evaluate various means of achieving equality of | |
| |political rights, including the 19th, 24th, and 26th | |
| |amendments | |
| |C) identify the contributions of Texans who have been | |
| |President of the United States. | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | |Lyndon B. Johnson |
| |(25)(23)(20) Culture. The student understands the |Rock music, protest movements of the 60s, modern and pop art |
| |relationship between the arts and the times during which | |
| |they were created. The student is expected to: | |
| |(A) describe how the characteristics and issues of various|the influence of TV. |
| |eras in U.S. history have been reflected in various genres|World-wide transmission of US culture – music, clothes, foods, art, etc. |
| |works of art, music, film, and literature such as rock and| |
| |roll | |
| |(B) describe both the positive and negative the impacts of| |
| |significant examples of cultural movements in art, music, | |
| |and literature such as rock and roll on American society, | |
| |including; | |
| |(C) identify examples of American art, music, and | |
| |literature that transcend American culture and convey | |
| |universal themes; | |
| |Vocabulary |
| |Counterculture – commune – feminism – Title IX – affirmative action – busing – bilingualism – smog |
|Recommended Lessons |Recommended Lessons - Primary Source Lesson – The Rise of Modern America, PowerPoint: The Vietnam War Vietnam DBQ Primary Source |
| |Lesson – The Vietnam War PowerPoint: Anti-war Protests of the 1960’s and 1970’s |
|Differentiation |Special Education – all differentiation per SPED modifications and requirements |
| |TAG - differentiation according to TAG mandates. To include, but not restricted to: |
| |independent study, alternative projects in lieu of test, alternate readings |
| |504 – All differentiation according to student needs as specified per 504 committee. |
| |ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include, but not restricted to: small group |
| |instruction, sentence stem activities, HIS, T-Chart-Pair and Defend |
|Instructional Resources|Books or Readings - |
| |Videos - United Streaming: The First Television War – A Documentary (25:00), Making Sense of the 60’s |
| |Websites - |
|College and Career |I |
|Readiness Standards |1-ABCD 2-AC 3-ABC 4-ABC 5-AB 6-B |
| |1-AB 2-B 3-B |
| |1-AD 2-ABCEF 3-ABC |
| |1-A 2-AB |
| |1-A 2-AB 3-C |
| |1-A 2-A |
| | |
| |II |
| |1AB 2-AB |
| |1-ABC 2-A 4-AC 5-ABC 6-ABC |
| |III |
| |1-B 2-AB 3-AB |
| |1-B |
| | |
| |IV |
| |1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB |
| |1-AB 2-AC 3-ABC 4-ABC |
| |1-ABC |
| |1-AB 2-AB |
| |V |
| |1AB 2-AB |
| |1-ABCDEF |
|Essential Questions |Unit VII |
| |Chapters 23,24,25,26 |
| |The history of the North Atlantic Treaty Organization involved all of the following events except |
| |The members declared that an armed attack against one member would be considered an attack on all |
| |The United States Senate did not ratify the charter until a decade after the organization was formed |
| |The crisis in Berlin accelerated the formation of the organization |
| |The Soviet union responded to its formation with the creation of the Warsaw Pact |
| |During the 1950’s and 1960’s, many Americans came to believe in the concept of the New Economics, which held that the government should: |
| |Regulate and stabilize the economy without intruding directly in the private sector |
| |Intervene directly in the economy to ensure that all classes received a fair share of the wealth |
| |Protect the environment, from damages caused by large corporations |
| |Reject deficit spending and regulate prices |
| |During the 1950’s, the number of women working outside the home increased, mainly because: |
| |Many families needed a second income to maintain their desired standard of living |
| |Feminism became a major force in society |
| |The suburbs provided a poor environment in which to raise a family, so women had no reason to stay at home |
| |Many women found that they received pay equal to that of men who did the same work |
| |The final outcome of the bus boycott triggered by the arrest of Rosa Parks was that the bus line: |
| |Was desegregated because a reformist governor was elected in Alabama |
| |Was desegregated because the Supreme Court declared segregation of public transportation was illegal |
| |Remained segregated because the city government forced black riders to end the boycott |
| |Remained segregated because the bus company had enough money to outlast the boycott |
| |Among the causes of the Civil Rights Movement of the 1950’s and 1960’s were all of the following factors except |
| |Millions of blacks had learned much about the world by serving in WWII |
| |A large and strong Black middle class had developed by that time |
| |Television allowed many blacks to see what racism was depriving them of |
| |The Republican president had decided that the time was right for major advances in civil rights. |
| |Eisenhower’s greatest contribution as president was his: |
| |Sense of the limitation of American power |
| |Success in eliminating the tensions between the US and USSR |
| |Success in ending the arms race |
| |Successful peace negotiations in bringing an end to the conflict in Vietnam |
| |The United States began its expanded presence in Vietnam when it: |
| |Sent armed forces into that country during World War II to push out the Japanese |
| |Sent military aid to Ho Chi Minh in his struggle against the French |
| |Intervened militarily to rescue French forces besieged at Dien bien phu |
| |Allowed the French to be forced out of Vietnam and then gradually began to fill the void left by their absence |
| |One of the legacies of the Great Society was very high budget deficits that were caused by: |
| |Decreased tax revenues and an unfavorable balance of trade |
| |Rapidly rising government expenditures |
| |American dependence upon foreign manufactured and agricultural goods |
| |The decreasing rate of economic growth |
| |The Voting rights Act of 1965 was designed to do all of the following except |
| |Reestablish Black Codes nationwide |
| |Ensure the voting rights of Blacks |
| |Provide Blacks equal access to public accommodations |
| |End discrimination in employment |
| |In the 1962 case of Baker v. Carr, the Supreme Court ruled that: |
| |State governments must give rural voters more representation |
| |State governments must give urban voters a more equal share in choosing elected officials |
| |The voting age must be lowered to eighteen to give young people their proper voting rights |
| |The poll tax was unconstitutional and must not be used to restrict voting in the South |
| | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- we re on a mission libraries for the nation we can do this
- all quiet on the western front winston salem forsyth
- the 11th grade course in the social studies recommended
- chapter 28 america in a world at war
- global history and geography i
- instructional timeline 11th grade u
- honors world history final exam study guide
Related searches
- 11th grade writing prompts
- 11th grade writing prompts pdf
- 11th grade math worksheets with answers
- 11th grade english lesson plans
- 11th grade algebra practice worksheets
- free printable 11th grade worksheets
- 11th grade writing assessment
- 11th grade reading comprehension pdf
- 11th grade reading list
- 11th grade us history worksheets
- 11th grade journal prompt
- 11th grade writing worksheets