U
United States History
Indianapolis Public Schools
2008-2009
Benchmark 1
7-10 October 2008
Core standard 1: Industrialization, Individuals, and the Economy
Explain the factors that were necessary for industrialization in the United States. Explain the effects that industrialization had on immigration, urbanization, labor, and government regulation
Core standard 2: Reform Movements
Connect the causes, ideas, events, achievements, and consequences of reform movements of the late nineteenth and early twentieth centuries, including the Progressive Movement
Core standard 3: Expanding Global Influence and World War I
Explain how the United states increased it role in global affairs, culminating with its emergence as a major global power at the end of World War I
U.S. History
First Benchmark Period
| |
|UNIT NAME: America Industrializes and Becomes A World Power |
|Core Standards 1, 2, 3 |
| INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 2.1 | | | |given course will agree to administer |
|Describe economic developments that |Concepts |Describe |Analyze and categorize historical events related to the | |
|transformed the United States into a |Factors leading to rapid |Transform |post-Civil War industrialization of the United States. | |
|major industrial power and identify |industrialization |Industrial Power | | |
|the factors necessary for |Basic Industries (railroads, steel, |Economic Developments |Synthesize a summary of causes for given historical | |
|industrialization. (Economics) |coal, textiles) |Fundamental |effects | |
| |The Corporation |Industrialization | | |
| |Sources of Capital |Capital | | |
| |Venture Capital |Entrepreneur | | |
| |Big Business Models |Robber Barron | | |
| |Vertical Consolidation | | | |
| |Horizontal Consolidation | | | |
| |Transcontinental Railroad | | | |
| |Standard Gage Tracks | | | |
| |Steel Rails | | | |
| |Unionization | | | |
| |Trust | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH.2.1 | | | |given course will agree to administer |
|Describe economic developments that |People/Places/Things | | | |
|transformed the United States into a |John D. Rockefeller | | | |
|major industrial power and identify |Standard Oil | | | |
|the factors necessary for |Union Pacific RR | | | |
|industrialization. (Economics) |Vanderbilts | | | |
|(CONTINUED) |Harrimans | | | |
| |J.P. Morgan | | | |
|Video: |J.P. Morgan & Co. | | | |
|Inventions and Industry (GL) | | | | |
|EARLY INDUSTRIAL AMERICA (GL) | | | | |
|The Birth of the Industrial Revolution| | | | |
| (GL) | | | | |
|The Industrial Revolution Comes to | | | | |
|America (GL) | | | | |
|Oil Industry (GL) | | | | |
|John D. Rockefeller (GL) | | | | |
|Big Business: Rockefeller & Carnegie | | | | |
|(GL) | | | | |
|The Doctor Is In (Union Pacific | | | | |
|Railroad) (GL) | | | | |
|Early American Capitalism: Monopolies,| | | | |
|Unions, and the Great Depression | | | | |
|(GL) | | | | |
|How We Lived (GL) | | | | |
| | | | | |
|Images: | | | | |
|Cartoon, economic influence of | | | | |
|Standard Oil. | | | | |
|John D. Rockefeller's Standard Oil | | | | |
|Refinery. | | | | |
|John Davison Rockefeller (1839-1937). | | | | |
|A Union Pacific sleeping car in the | | | | |
|1880s. | | | | |
|U.P. Railroad station, Sherman, | | | | |
|Wyoming Territory. | | | | |
|Ad for opening transcontinental RR, | | | | |
|May 10, 1869. | | | | |
|Cornelius Vanderbilt (1794-1877). | | | | |
|E.H. Harriman, headed Southern Pacific| | | | |
|railroad. | | | | |
| | | | | |
|Audio: | | | | |
|The Industrial Revolution: The Face of| | | | |
|U.S. Industrialization | | | | |
| | | | | |
|Writing Prompts: | | | | |
| | | | | |
|Articles: | | | | |
|Vanderbilt, Cornelius (1794-1877) | | | | |
| | | | | |
|Morgan, John Pierpont, Jr. | | | | |
| | | | | |
|Harriman, Edward Henry | | | | |
|American Federation of Labor and | | | | |
|Congress of Industrial Organizations | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 2.2 | | | |given course will agree to administer |
|Identify key ideas, movements and |Concepts |Identify |Identify ideas, movements, & inventions. | |
|inventions and explain their impact on|Inventions |Key Ideas | | |
|rural communities and urban |Physical Inventions |Movements, |Identify change over time. | |
|communities in the United States. |Managerial Inventions |Explain | | |
|(Economics, Sociology) |Technological Progress |Rural |Categorize ideas, movements, & inventions by their | |
| |Price Fixing |Urban |impact. | |
| |Market Place | | | |
|Video: |Organized Labor | | | |
|The Eiffel Tower (Making use of Otis' |Strike/Industrial Action | | | |
|invention) (GL) |Gold Standard | | | |
|George Washington Carver (GL) |Bi-metalism | | | |
|Biosphere: George Washington Carver | | | | |
| (GL) |People/Places/Things | | | |
|Introduction: The Origin of the |Elisha Otis – Elevator | | | |
|Vitamin (GL) |George Westinghouse— Air Brake | | | |
|John Deere Lawn Mowers |George Washington Carver | | | |
|Pioneers |Agricultural Science, | | | |
|Agriculture in the Grassland Biomes |New Organic-Based Products | | | |
|The Second Industrial Revolution |Uses of Peanuts | | | |
| (GL) |Cyrus McCormick Mechanical Reaper | | | |
|Thomas Alva Edison: Scientist and |Farm Equipment | | | |
|Inventor (GL) |John Deere | | | |
|Thomas Edison: A Lifetime of |Farm equipment and Tractors | | | |
|Achievements |Alexander Graham Bell | | | |
|Ushering in the Age of Electricity |Telephone | | | |
|Industrial Age: Technological Change |Thomas A. Edison | | | |
|in Early America |Phonograph | | | |
|Labor Organizations |Moving Pictures (movies) | | | |
|Finally a Statesman (Gompers) |Electric Light Bulb | | | |
|Homestead Strike 1892 |Central Power Station | | | |
|The Carnegie Family Comes To America |(e.g. Electric Generation | | | |
|Carnegie's Millions |Stations) | | | |
|The Emergence of a Sharecropping | | | | |
|System | | | | |
|Memories of Sharecropping (GL) | | | | |
|Reconstructing the South | | | | |
|The Birth of the Populist Party | | | | |
|William Jennings Bryan: Spokesman for | | | | |
|the Common People | | | | |
|William Jennings Bryan: Spokesman for | | | | |
|the Common People | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
|Images: | | | | |
|Cyrus McCormick (1809-1884), | | | | |
|A recreation of the first mechanical | | | | |
|reaper. | | | | |
|The Alexander Graham Bell Museum, Nova| | | | |
|Scotia. | | | | |
|The inventor of the telephone. | | | | |
|A very early telephone exchange. | | | | |
|The first telephone. | | | | |
|Telephone and electric wires in New | | | | |
|York City. | | | | |
|An early telephone switchboard. | | | | |
|Thomas Edison with a Film Projector | | | | |
|Thomas Alva Edison with his first | | | | |
|phonograph. | | | | |
|The invention of the incandescent | | | | |
|lamp. | | | | |
|Making steel by the Bessemer process. | | | | |
|Samuel Gompers (1850-1924). | | | | |
|"The Homestead Riot." | | | | |
|Andrew Carnegie (1835-1919). | | | | |
|Strikers at Homestead, Pennsylvania. | | | | |
|Henry Clay Frick (1849-1919). | | | | |
|1884 Mississippi cotton plantation. | | | | |
|Benjamin Ryan Tillman (1847-1918). | | | | |
|Lincoln, President Abraham; with | | | | |
|Pinkerton and McClernand | | | | |
| | | | | |
| | | | | |
|Audio: | | | | |
|Leading Black Americans: George | | | | |
|Washington Carver | | | | |
|Thomas A. Edison: "Electricity & | | | | |
|Progress" (October 3, 1908) | | | | |
|Thomas Edison speaks on the future of | | | | |
|Electricity c.1908 (Audio Only) | | | | |
|Samuel Gompers: "Labor's Service to | | | | |
|Freedom" Speech | | | | |
|African American History: Steps | | | | |
|Forward & Leaps Backward | | | | |
| | | | | |
|Articles: | | | | |
|Gold Standard | | | | |
|Otis, Elisha Graves | | | | |
| | | | | |
|Westinghouse, George | | | | |
|Carver, George Washington | | | | |
|McCormick, Cyrus Hall | | | | |
| | | | | |
|Deere, John | | | | |
| | | | | |
|Edison, Thomas Alva | | | | |
|Bessemer, Sir Henry | | | | |
|Knights of Labor | | | | |
|Gompers, Samuel | | | | |
| | | | | |
|Homestead Strike | | | | |
|Carnegie, Andrew | | | | |
| | | | | |
|Frick, Henry Clay | | | | |
|Haymarket Square Riot | | | | |
|Populism | | | | |
|People's Party or Populist Party | | | | |
| | | | | |
|Pinkerton, Allan | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 2.2 | | | |given course will agree to administer |
| |Henry Bessemer – | | | |
| |Bessemer Converter | | | |
| |The Knights of Labor | | | |
| |American Federation of Labor | | | |
| |Samuel Gompers | | | |
| |Homestead Strike | | | |
| |Andrew Carnegie | | | |
| |Henry Clay Frick | | | |
| |Pinkerton Agents | | | |
| |Haymarket Riot | | | |
| |Grange | | | |
| |Populist Movement | | | |
| |“Pitchfork” Ben Tillman | | | |
| |William Jennings Bryan | | | |
| |Share Cropping | | | |
| |Company Store | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
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|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 2.5 | | | |given course will agree to administer |
|Compare and contrast government |Concepts |Compare & Contrast |Identify various state and national attempts to regulate | |
|attempts to regulate business and |Business |Regulate |or control business practices. | |
|industry. |Sole Proprietor |Business | | |
| |Partnerships |Industry |Compare various state and national attempts at business | |
| |Corporation |Restraint |regulation. | |
|Video: |Trust |Consolidate | | |
| |Monopoly |Commerce |Contrast various state and national attempts at business | |
|Congress Passes the 14th Amendment |Vertical Consolidation | |regulation | |
| (GL) |Horizontal Consolidation | | | |
|The Interstate Commerce Act (GL) |Regulatory Commission | |Explain how the US Supreme Court used the 14th Amendment | |
|Progressivism at the National Level |Market Share | |and the doctrine of substantive due process to block | |
| (GL) |Restraint of Trade | |government regulation of business. | |
|Regulating the Economy: The Interstate|Restraint of Commerce | |. | |
|Commerce Act (GL) |Economy of Size | | | |
|Garfield's Short Term and the |Kickbacks | | | |
|Pendleton Act |Substantive Due Process | | | |
|Civil Service Reforms & the New Deal | | | | |
| (GL) | | | | |
| |People/Places/Ideas/ Things | | | |
| |Granger Laws | | | |
| |Railroad Rate Commissions | | | |
|Images: |Interstate Commerce Act | | | |
|"The Granger Shirt," a color |Interstate Commerce Commission | | | |
|lithograph. |United States Supreme Court | | | |
|Hon. William H. Hutch (1833-1896). |Sherman Anti-Trust Act | | | |
|"The Granger Shirt" about the Grange |Pendleton (Civil Service) Act | | | |
|movement. | | | | |
| | | | | |
|A caption about farmers' unions, | | | | |
|1871-1873. | | | | |
|Senator John Sherman (1823-1900). | | | | |
|Coal strike representatives meets with| | | | |
|Roosevelt. | | | | |
| | | | | |
|Audio: | | | | |
|U.S. Government: The First 200 Years: | | | | |
|Response to Uncontrolled Business | | | | |
|Profiteering | | | | |
| | | | | |
|Articles: | | | | |
| | | | | |
|Immunity | | | | |
| | | | | |
|Railroads, Government Regulation of | | | | |
|Spoils System | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 3.1 | | | |given course will agree to administer |
|Identify the events and people central|Concepts |Transformation |Compare and contrast United States foreign policy and | |
|to the transformation of the United |Annexation |World Power |international influence during the Gilded Age and after | |
|States into a world power. |Canal | |the American victory in the Spanish-American War. | |
|(Government, Geography) |Naval Power | | | |
| |Coaling Stations | |Identify the events in American history that created the | |
|Videos: |World Power | |contrasts between US foreign policy and international | |
|Richard Harding Davis, Theodore |Great Power | |influence during the Gilded Age and the post- | |
|Roosevelt, and the Spanish-American |Yellow Journalism | |Spanish-American War eras. | |
|War (GL) |Jingoism | | | |
|Footage of the Spanish-American War |Imperialism | |Analyze the impact of: | |
|and McKinley's Funeral (GL) |Spheres of Influence | |Cleveland’s demand to arbitrate British | |
|Spanish-American War (GL) |The Open Door | |Border Claims in South America | |
|The Emerging Imperialist Nation (GL) |European Powers (Britain, France, | |American Sea Power (The G. White | |
|A World Power (GL) |Germany, Austria, Italy, & Russia) | |Fleet) | |
|The Spanish Civil War: Politically |Mass Circulation Magazines | |Victory in the Spanish-American | |
|Committed Journalism (GL) |Alliance System | |War | |
|The Spanish-American War Begins (GL) |People/Places/ | |Completion and operation of the | |
|Determined (GL) |Ideas/Things/Events | |Panama Canal by the US | |
|Gilded Age (GL) |Spanish-American War | |Acquisition of American colonies | |
|The Gilded Age (GL) |World War I | |Expansion of US world trade | |
|Innovations of the Gilded Age (GL) |William McKinley | |Annexation of Hawaii on how the US was viewed by the | |
|African Americans in the Gilded Age |Hearst Publishing Empire | |European Great Powers and Japan. | |
|(GL) |Wm Randolph Hearst | | | |
|Gilded Politics (GL) |Philippines | |Compare & Contrast reasons for the US avoiding entering | |
|Seeking Reform (GL) |Cuba | |World War I early in the war | |
|Glory of Possession (GL) |Central Powers | | | |
|American and Spanish Expansionism at |Allies | | | |
|the Turn of the Century (GL) |Lusitania | | | |
|Imperialism (GL) |Zimmerman Telegraph | | | |
|Diplomacy of Imperialism (GL) |U-Boat | | | |
|Evaluating the Effects of Colonialism |Unrestricted Submarine Warfare | | | |
|and Imperialism (GL) |Battle of Somme | | | |
|Imperialism Takes Control (GL) |Batt le of Verdun | | | |
|Three Periods of Imperialism: Modern | | | | |
| (GL) | | | | |
|Foreign Policy (GL) | | | | |
|The Panama Canal (GL) | | | | |
|Looking to Foreign Lands (GL) | | | | |
|China: The Open Door Policy (GL) | | | | |
|The Alliance System (GL) | | | | |
|Crisis in the Balkans (GL) | | | | |
|A Killing Ground: The Battle at Verdun| | | | |
| (GL) | | | | |
|The Story of the USS Maine (GL) | | | | |
|Hay-Bunau-Varilla Treaty (GL) | | | | |
|Cuba & the Spanish-American War (GL) | | | | |
|1918: Americans Arrive Just in Time | | | | |
|(GL) | | | | |
|Modern Warfare Changes the World: | | | | |
|Wilfred Owen's "Anthem for Doomed | | | | |
|Youth" (GL) | | | | |
|Germany's Naval Battles: The Sinking | | | | |
|of the Lusitania (GL) | | | | |
|Caught in the Middle (GL) | | | | |
|The Great War (GL) | | | | |
|World War I: A New Kind of War (GL) | | | | |
|Policies of World War One (GL) | | | | |
|The United States and World War I (GL)| | | | |
|World War I: Journalists Tell the | | | | |
|Official Story (GL) | | | | |
|Life During and After World War I (GL)| | | | |
|World War I, Tanks, and the Tractor | | | | |
|(GL) | | | | |
|Progressivism (GL) | | | | |
|Progressives' Programs (GL) | | | | |
|The Jungle: A View of Industrial | | | | |
|America (GL) | | | | |
|THE JUNGLE BY UPTON SINCLAIR (GL) | | | | |
|Roosevelt and Corporations (GL) | | | | |
|The Sherman Antitrust Act (GL) | | | | |
|Heroes of World War I: John J. | | | | |
|Pershing: General of the Armies | | | | |
|The Story of the USS Maine (GL) | | | | |
|Woodrow Wilson | | | | |
|Woodrow Wilson: Scholar, Reformer, and| | | | |
|Father of the United Nations | | | | |
|The Battle of the Somme - July 1, 1916| | | | |
| | | | | |
|Roosevelt and Corporations (GL) | | | | |
| | | | | |
|Images: | | | | |
|The U.S.S. Olympia in Manila Bay in | | | | |
|1898. | | | | |
|The Maine explosion, February 1898. | | | | |
|Remains of the battleship Maine in | | | | |
|Havana, Cuba | | | | |
|African-American soldiers in Cuba. | | | | |
|Theodore Roosevelt and his Rough | | | | |
|Riders. | | | | |
|The San Francisco Daily Examiner. | | | | |
|Pulitzer and Hearst in conflict over | | | | |
|Cuba. | | | | |
|A German view of British imperialism | | | | |
|in 1915. | | | | |
|Leopold II reigned in Belgium | | | | |
|1865-1909. | | | | |
|Rudyard Kipling (1865-1936). | | | | |
|The Mahdi of the Sudan (1843-1885). | | | | |
|The "Great White Fleet" in Australia. | | | | |
|Crowds celebrate SF arrival of Great | | | | |
|White Fleet. | | | | |
|Map: alliances in World War I, 1914. | | | | |
|Map: the Western Front, 1914. | | | | |
|William Randolph Hearst, built | | | | |
|publishing empire. | | | | |
|George Hearst, mine owner, publisher, | | | | |
|senator. | | | | |
|The San Francisco Daily Examiner. | | | | |
|U .S. soldiers in Cuba, 1898. | | | | |
|Map: the Armistice lines in Europe, | | | | |
|November 1918. | | | | |
|Turkish infantry unit at rest during | | | | |
|World War I. | | | | |
|Map showing alliances & WWI boundaries| | | | |
|in Europe. | | | | |
|German submarine that sank the | | | | |
|Lusitania. | | | | |
|Torpedoing of the Lusitania. | | | | |
|An ad urging the U.S. to enter World | | | | |
|War I. | | | | |
|World War I soldiers on a train at | | | | |
|Salinas. | | | | |
|A World War I navy recruiting poster. | | | | |
|Adolf Hitler as a World War I | | | | |
|corporal. | | | | |
|World War I 4-stacker destroyers at | | | | |
|Philadelphia. | | | | |
|German World War I propaganda flier. | | | | |
|The Arc de Triomphe. | | | | |
|The Graf Zeppelin over Germany, 1928. | | | | |
|LA journalist Noah Thompson, 1920s | | | | |
|UNIA president. | | | | |
|Map: East Asia in WWI. | | | | |
|A gas warning poster. | | | | |
|Eugene V. Debs (1855-1926). | | | | |
|Ida M. Tarbell (1857-1944). | | | | |
|Upton Sinclair and His Son | | | | |
|McClure's Magazine. | | | | |
|Captain Alfred Thayer Mahan | | | | |
|(1840-1914). | | | | |
|General John J. "Black Jack" Pershing.| | | | |
|The American Expeditionary Force: | | | | |
|Doughboys | | | | |
|Woodrow Wilson delivering his War | | | | |
|Message. | | | | |
| | | | | |
|Articles: | | | | |
|Spanish-American War | | | | |
|Garcia Iniquez, Calixto | | | | |
|Manila Bay, Battle of | | | | |
|McKinley, William | | | | |
|Santiago, Battle of | | | | |
|Panama Canal | | | | |
|Goethals, George Washington | | | | |
|Hay-Pauncefote Treaty | | | | |
|Open Door Policy | | | | |
| | | | | |
|U.S. Secretary of State John Hay | | | | |
|(1838-1905). | | | | |
|Panama Canal Zone | | | | |
|Richard Sears, co-founder of Sears & | | | | |
|Roebuck. | | | | |
|Hearst, William Randolph | | | | |
| | | | | |
|Central Powers | | | | |
| | | | | |
|Lusitania (ship) | | | | |
|Mahan, Alfred Thayer | | | | |
|Havana | | | | |
| | | | | |
|Wilson, Thomas Woodrow | | | | |
|Fourteen Points | | | | |
|Verdun, Battle of | | | | |
|Hay, John Milton | | | | |
| | | | | |
|Audio: | | | | |
|U.S. Government: The First 200 Years: | | | | |
|The Reform Spirit | | | | |
|The Causes of World War I: Nationalism| | | | |
|& War The Causes of World War I: | | | | |
|Imperialism & Alliances | | | | |
|The Causes of World War I: Tensions | | | | |
|Explode | | | | |
| African American History: World War I| | | | |
|& the African American | | | | |
|The Causes of World War I: Imperialism| | | | |
| | | | | |
|The Causes of World War I: Events | | | | |
|Leading Up to World War I | | | | |
|U.S. Government: The First 200 Years: | | | | |
|The Reform Spirit | | | | |
|Writing Prompt: | | | | |
|Favorite Magazines and Newspapers | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 3.1 | | | |given course will agree to administer |
|Identify the events and people central|Porto Rico | | | |
|to the transformation of the United |Columbia | | | |
|States into a world power. (Continued)|Panama | | | |
| |Theodore Roosevelt | | | |
| |Trust-Busting | | | |
| |The Muckrakers | | | |
| |Havana Harbor | | | |
| |USS Maine | | | |
| |Alfred Thayer Mahan | | | |
| |John J. Pershing | | | |
| |Woodrow Wilson | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|UHS 3.2 | | | |given course will agree to administer |
|Explain how “The Roosevelt Corollary” |Concepts |Corollary |Analyze the purpose of the Monroe Doctrine. | |
|(1904) modified the Monroe Doctrine |Spheres of Influence |Modified |Analyze the purpose of T.R.’s corollary to the Monroe | |
|(1823) justifying a new direction in |Theodore Roosevelt’s Strong |Direction in US Foreign Policy |Doctrine. | |
|United States foreign policy. |President Corollary |Diplomacy | | |
| |Diplomatic Objective(s) | |Compare and contrast the purposes of the Monroe Doctrine | |
|Videos: | | |and T.R.’s Corollary. | |
|America Begins the Twentieth | | | | |
|Century (GL) |People/Places/Ideas/ | |Predict how the contrasts between the purpose of the | |
|Theodore Roosevelt Takes Office (GL) |Events/Things | |Monroe Doctrine and the purpose of T.R.’s corollary will | |
|The Roosevelt Corollary & William |Theodore Roosevelt | |change how the United States deals with other nations. | |
|Taft's Dollar Diplomacy (GL) |Western Hemisphere | | | |
|The American Empire (GL) | | |Predict how the contrasts between the purpose of the | |
|The Monroe Doctrine (GL) | | |Monroe Doctrine and the purpose of T.R.’s corollary will | |
|Roosevelt Corollary | | |change how nations around the world view the United | |
|Foreign Policy (GL) | | |States. | |
| | | | | |
|Images: | | | | |
|Theodore Roosevelt (1858-1919) . | | | | |
|The Monroe Doctrine. | | | | |
| | | | | |
| | | | | |
|Audio: | | | | |
|Expanding Our Nation: Dealing with | | | | |
|Other Nations | | | | |
|U.S. Government: The First 200 Years: | | | | |
|The Era of Good Feelings | | | | |
| | | | | |
|Articles: | | | | |
|Monroe Doctrine | | | | |
|Harrison, Benjamin (1833-1901) | | | | |
|Roosevelt, Theodore | | | | |
| | | | | |
|Writing Prompts: | | | | |
|Being a Great Leader | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 3.3 | | | |given course will agree to administer |
|Compare President Woodrow Wilson’s |Concepts |Treaty |Summarize Wilson’s 14 Points. | |
|“Fourteen Points” address to the views|Armistice |Peace Treaty |Identify Wilson’s principles for international relations.| |
|of British leader David Lloyd George |Peace Treaty |Arbitrary |Identify the political promises made by Woodrow Wilson. | |
|and the French leader Georges |Moral Diplomacy |Reparations |Summarize the principles Lloyd George and Clemenceau | |
|Clemenceau regarding a treaty to end |Balance of Power Diplomacy |Self-Determination |applied to international relations. | |
|World War I. |Realpolitik | |Analyze the distribution of ethnic groups across Central | |
| |Reparations | |Europe and the Balkans. | |
|Videos: |National Pride | |Explain why Wilson’s approach would clash with Lloyd | |
|Armistice and Wilson's Fourteen Points|Diplomatic Objectives(s) | |George’s and Clemenceau’s approach to creating a lasting | |
| (GL) |National Self-Determination | |peace. | |
|Wilson Proposes a Postwar Solution |Ethnic/National Boundaries | |Evaluate the potential for success in creating a lasting | |
| (GL) |Arbitrary Borders | |peace if Wilson’s approach is used. | |
|Arguing the Arab Cause (GL) | | |Evaluate the potential for success in creating a lasting | |
|Negotiations and Compromise in Paris | | |peace if Lloyd George’s and Clemenceau’s approach is | |
| (GL) |People/Places/Ideas/ | |used. | |
|The Emerging Imperialist Nation (GL) |Events/Things | |Predict how the two competing approaches might create | |
|Conclusion (Armistice—GL) |Woodrow Wilson | |problems in writing a peace treaty acceptable to all | |
|The German Surrender & the End of the |Fourteen Points | |warring parties. | |
|War (GL) |Revenge | |Analyze the reaction of the U.S. Senate to the completed | |
|David Lloyd George (GL) |David Lloyd George | |Treaty of Versailles. | |
|David Lloyd George: Great Britain's |Georges Clemenceau | |Speculate on the importance of carefully crafted peace | |
|WWI Supreme Architect of Victory (GL)|Versailles | |treaties that “appear just” to the warring powers making | |
|Reparations for War (GL) | | |peace. | |
|Images: | | | | |
|Wilson in Paris. | | | | |
|Map: the Armistice lines in Europe, | | | | |
|November 1918. | | | | |
|The German minister who signed the | | | | |
|armistice. | | | | |
|Crowds of people celebrate armistice. | | | | |
|Wilson reads terms of Armistice to | | | | |
|Congress, 1918. | | | | |
|U.S. artillerymen celebrating the | | | | |
|Armistice. | | | | |
|German town crier reads U.S. | | | | |
|regulations. | | | | |
|British prime minister David | | | | |
|Lloyd-George. | | | | |
|David Lloyd George at Paris Peace | | | | |
|Conference. | | | | |
|The "Big Four" at the Paris Peace | | | | |
|Conference. | | | | |
|Georges Clemenceau (1841-1929). | | | | |
|The economist John Maynard Keynes | | | | |
|(1883-1946). | | | | |
| | | | | |
|Articles: | | | | |
|Fourteen Points | | | | |
|Veterans Day | | | | |
|Lloyd George, David, 1st Earl of | | | | |
|Dwyfor | | | | |
|Balfour Declaration | | | | |
| | | | | |
|Clemenceau, Georges | | | | |
| | | | | |
|Versailles, Treaty of | | | | |
|Little Entente | | | | |
|Audio: | | | | |
|Franklin D. Roosevelt: Fireside Chat: | | | | |
|On the Armistice with Italy (September| | | | |
|8, 1943) | | | | |
|Writing Prompts: | | | | |
|Direct Contact | | | | |
| INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 3.4 | | | |given course will agree to administer |
|Summarize the Treaty of Versailles, |Concepts |Diplomatic Forum |Analyze the purpose of the War Guilt Clause. | |
|the formation and purpose of the |Peace Treaty |Reparations | | |
|League of Nations and the |Diplomatic Solutions |Military Restrictions |Analyze the provisions of the treaty that were designed | |
|inter-relationship between the two. |Diplomatic Forum |War Guilt |to keep Germany economically and militarily weak. | |
| |Restrictions |Transfer of Territory | | |
|Videos: |Reparations | |Analyze Wilson’s reasoning on why the League of Nations | |
|The Treaty of Versailles (GL) |Demilitarization | |would prevent future wars. | |
|The Effects of the Treaty of | | | | |
|Versailles on Germany (GL) |People/Places/Ideas/ | |Analyze how the League of Nations was intended to build | |
|Treaty of Versailles: An Unsettling |Events/Things | |on the peace created by the Treaty of Versailles. | |
|Peace (1918) (GL) |The Big Three | | | |
|1919: The Versailles Peace Conference:|War Reparations | |Compare and Contrast the examples of retribution and | |
|Herbert Hoover Raises Relief Money for|War Guilt | |national repression in the Treaty of Versailles with the | |
|Starving Europe (GL) |Military Restrictions | |concepts of national self-determination, equal | |
|League of Nations Council Meets in |League of Nations | |representation, and the creating of consensus solutions | |
|Rhine Situation (GL) |Seeking Diplomatic Solutions to | |of international differences in the Covenant of the | |
|May 1932: Japan Breaks Agreements and |Prevents Wars | |League of Nations. | |
|is Expelled from the League of Nations|A Weakened Germany | | | |
|(GL) |Right of National Self-Determination | | | |
|1919: Speeches For and Against the |Rhineland | | | |
|League of Nations (GL) |Ruhr Region | | | |
|Wilson's Battle with the Senate (GL) |Alsace and Lorraine | | | |
|Woodrow Wilson: Scholar, Reformer, and|Military Restrictions | | | |
|Father of the United Nations | | | | |
|Late-Nineteenth-Century Europe | | | | |
|Images: | | | | |
|The League of Nations building at | | | | |
|Geneva. | | | | |
|The League of Nations in session at | | | | |
|Geneva. | | | | |
|Wilson campaigns for the League of | | | | |
|Nations. | | | | |
|Aristide Briand, France's "apostle of | | | | |
|peace." | | | | |
|"C.K." McClatchy, editor of Sacramento| | | | |
|Bee. | | | | |
|Alsace-Lorraine: "You may take me..." | | | | |
|French troops in an Alsace town after | | | | |
|World War I. | | | | |
|Map: the unification of Germany, | | | | |
|1866-1871. | | | | |
|Articles: | | | | |
|League of Nations | | | | |
|Lodge, Henry Cabot (1850-1924) | | | | |
|Alsace-Lorraine | | | | |
|Wilson, Thomas Woodrow | | | | |
|Reparations | | | | |
|Ruhr | | | | |
|The French statesman Raymond Poincaré.| | | | |
|Audio: | | | | |
|U.S. Government: The First 200 Years: | | | | |
|America during the First World War | | | | |
|Warren G. Harding: "League of Nations"| | | | |
|(1920) | | | | |
Benchmark 2
18-21 November
Core Standard 4 The 1920’s
Describe how key events, people, and groups in 1920s America reflect the conflicting values and changing society of those living in the period of prosperity before the Great Depression
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 3.6 | | | |given course will agree to administer |
|Identify the contributions to American|Concepts |Contribution(s) |Identify areas within which contributions could be/were | |
|culture made by individuals and |Contribution(s) |Culture |made. | |
|groups. |American Culture |The Arts | | |
| |Muckrakers | |Identify contributions. | |
|Videos: |Progressives | | | |
|African Americans in the Progressive |Quality of Life | |Analyze how each individual/group’s contribution changed | |
|Era (GL) | | |the way Americans lived. | |
|Women in the Progressive Era (GL) | | | | |
|Technology in the Progressive Era (GL)|People/Places/Ideas/ | |Evaluate the importance of each contribution to the | |
|Defining the Progressive Movement (GL)|Things/ Events | |quality of life in the US for its citizens or groups of | |
|Prohibition and Temperance Movements |Government Reform | |its citizens. | |
|(GL) |Frederick Law Olmsted – Landscaper & | | | |
|The Jungle: A View of Industrial |Creator of Central Park | | | |
|America (GL) |Booker T. Washington | | | |
|The Status of African Americans (GL) |W.E.B. DuBois | | | |
|Rosa Parks and the NAACP (GL) |Tuskegee Institute | | | |
|Tuskegee Institute and Segregation |Lincoln Steffens | | | |
|(GL) |Jacob Riis | | | |
|The Black Press (GL) |Upton Sinclair--The Jungle | | | |
|Southern Industry (GL) |Women’s Christian Temperance Union | | | |
|The First Nine Years: Slavery and |(WCTU) | | | |
|Poverty (GL) |Prohibition | | | |
|Freedom Seekers (GL) |NAACP | | | |
|Hellfighters (GL) | | | | |
|A Mass Women's Suffrage Movement | | | | |
| (GL) | | | | |
|Women's Rights (GL) | | | | |
|Married Women's Property Act (GL) | | | | |
|Images: | | | | |
|Robert La Follette at his desk in | | | | |
|1906. | | | | |
|Not all artists of Progressive era | | | | |
|were realists. | | | | |
|A YWCA group in Washington, D.C. | | | | |
|Carrie Nation (1848-1911), on | | | | |
|shipboard. | | | | |
|Governor Peter Norbeck (1870-1936) of | | | | |
|SD. | | | | |
|George Wesley Bellows (1882-1925), | | | | |
|self-portrait. | | | | |
|Lillian D. Wald (1867-1940). | | | | |
|Leo Frank. | | | | |
|Finley Peter Dunne (1867-1936). | | | | |
|Upton Sinclair and His Son | | | | |
|"The Royal Family of America," 1902. | | | | |
|Progressive leader Father John A. | | | | |
|Ryan. | | | | |
|Progressive historian Charles A. | | | | |
|Beard. | | | | |
|Theodore Roosevelt (1858-1919) . | | | | |
|W.E.B. Du Bois (1868-1963). | | | | |
|Margaret (Higgins) Sanger (1883-1966).| | | | |
|Ida M. Tarbell (1857-1944). | | | | |
|A Pacific Electric interurban railway | | | | |
|car. | | | | |
|John Dewey (1859-1952). | | | | |
|A woman typist in 1906. | | | | |
|Louis Armstrong, with Marable's | | | | |
|Capital Revue. | | | | |
|Mrs. Carrie Chapman Catt (1859-1947). | | | | |
|Roosevelt and Booker T. Washington at | | | | |
|White House. | | | | |
|Frank Norris (1870-1912). | | | | |
|Paul Laurence Dunbar (1872-1906). | | | | |
|George Benjamin Luks (1867-1933). | | | | |
|"Hell Hole," John Sloan, 1917. | | | | |
|The African-American leader Booker T. | | | | |
|Washington. | | | | |
|Lincoln Steffens, muckracking editor, | | | | |
|journalist. | | | | |
|Office of the NAACP' S Crisis Magazine| | | | |
|Cover of the First Issue of "The | | | | |
|Crisis" | | | | |
|NAACP Youth Council Members | | | | |
|Walter White (1893-1955). | | | | |
|James Weldon Johnson (1871-1938). | | | | |
|Members of the WCTU. | | | | |
|Mary Church Terrell*** | | | | |
|Articles: | | | | |
|La Follette, Robert Marion | | | | |
|Tuskegee University | | | | |
| | | | | |
|Steffens, (Joseph) Lincoln | | | | |
|Riis, Jacob August | | | | |
|White, Walter Francis | | | | |
|National Association for the | | | | |
|Advancement of Colored People | | | | |
|Du Bois, W(illiam) E(dward) | | | | |
|B(urghardt) | | | | |
| | | | | |
|Charlotte Perkins, feminist writer, | | | | |
|lecturer. | | | | |
| | | | | |
|Audio: | | | | |
|Cultural Contributions of Black | | | | |
|Americans: Art: Reactionary Leaders | | | | |
|Marcus Garvey & W. E. B. DuBois | | | | |
|African American History: Achievement | | | | |
|in a Hostile Era | | | | |
|Leading Black Americans: George | | | | |
|Washington Carver | | | | |
|Writing Prompt: | | | | |
|Women and Civic Work | | | | |
|Equality for All | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 3.8 | | | |given course will agree to administer |
|Describe the Progressive Movement and |Concepts |Government Reform |Identify political, economic, and social problems that | |
|its impact on political, economic and |Government Reform |Social Reform |arose between 1880 and 1900. | |
|social reform. |Initiative |Conservation | | |
| |Referendum |Reform |Identify reforms pushed by the Progressives. | |
|Videos: |Recall | | | |
|Elements of a Social Movement (GL) |Prohibition | |Compare and contrast the political, economic, and social | |
|Progressive Era Social Controls (GL) |Conservation | |structures of the United States from 1880-1900 with those| |
|The Birth of the Progressive Era |Direct Election of Senators | |of 1900-1919. | |
| (GL) |Women’s Suffrage | | | |
|Suffrage (GL) |Political Machines | |Evaluate implemented Progressive reforms for their impact| |
|The Progressive Party (GL) |State Machines | |on making government more responsive to American voters. | |
|The Wilson Administration (GL) |City Machines | | | |
|The Triangle Shirtwaist Fire (GL) |Muckrakers | | | |
|Progressivism (GL) |Mass Circulation Journalism | | | |
|Roosevelt, Taft, & Reform (GL) |Child Labor | | | |
|The Square Deal (GL) |Work Place Protection | | | |
|The Plight of Laborers (GL) | | | | |
|The Populists (GL) |People/Places/Ideas/ | | | |
|American Political Movements and Civil|Places/Things | | | |
|Liberties in the Twentieth Century |17th Amendment | | | |
|(GL) |18th Amendment | | | |
|Immigration in the Progressive Era |19th Amendment | | | |
| (GL) |Tammany Hall | | | |
|Politics and Progressives (GL) |City Manager Government | | | |
|Special Interest Groups (GL) |City Commission Government | | | |
|A Path to Reform (GL) |Progressive Presidents | | | |
|William Howard Taft's Presidency and |Theodore Roosevelt | | | |
|the Return of Roosevelt (GL) |William H. Taft | | | |
|Progressive Era Social Controls (GL) |Woodrow Wilson | | | |
|Women and the Right to Vote (GL) |Child Labor Laws | | | |
|Progressives' Programs (GL) | | | | |
|The Sixteenth, Seventeenth, | | | | |
|Eighteenth, and Nineteenth Amendments | | | | |
|(GL) | | | | |
|A New America: Mobility for Women: The| | | | |
|18th Amendment and Prohibition (GL) | | | | |
|The Economic Conditions at Home: New | | | | |
|Legislation for Workers, Segregation | | | | |
|of Blacks, and the Suffragette | | | | |
|Movement (GL) | | | | |
|Child Labor & Bad Working Conditions | | | | |
|(GL) | | | | |
|Women and Children (GL) | | | | |
|President Roosevelt Addresses Congress| | | | |
|on State of Nation (GL) | | | | |
|Urbanization: Changing the Landscape | | | | |
|(GL) | | | | |
|NEW YORK CITY: FIVE POINTS | | | | |
|NEIGHBORHOOD AND TAMMANY HALL (GL) | | | | |
|William Howard Taft's Presidency and | | | | |
|the Return of Roosevelt (GL) | | | | |
|THE IMPACT OF THE JUNGLE (GL) | | | | |
|Images: | | | | |
|McClure's Magazine. | | | | |
|Search for bodies after Triangle | | | | |
|Shirtwaist Fire. | | | | |
|The Supreme Court in 1904. | | | | |
|Cartoon, economic influence of | | | | |
|Standard Oil. | | | | |
|Women at first convention of Women's | | | | |
|Trade Union. | | | | |
|Ladies? Tailors Union strikers, NYC, | | | | |
|1910. | | | | |
|Workers in a Chicago meat packing | | | | |
|plant in 1905. | | | | |
|March 3, 1913 suffragists parade, | | | | |
|Washington, DC. | | | | |
|"4-year-old Mary,.shucks oysters." | | | | |
|Teenage boy worked in factory for two | | | | |
|years. | | | | |
|A young textile mill worker. | | | | |
|Woman's suffrage headquarters in | | | | |
|Cleveland, Ohio. | | | | |
|Opponents of womens suffrage also | | | | |
|organized. | | | | |
|Most urban reform demanded was of city| | | | |
|police. | | | | |
|Bohemian cigarmakers at work in their | | | | |
|tenement. | | | | |
|An Italian mother, Jersey Street, NY, | | | | |
|1890. | | | | |
|"Five cents a spot" unauthorized | | | | |
|rental lodgings. | | | | |
|Child labor; children tying "hands" of| | | | |
|tobacco. | | | | |
|Child workers, newsboys, around 1900. | | | | |
|Child workers in a glass factory, | | | | |
|around 1900. | | | | |
|Most cotton mill workers were women & | | | | |
|children. | | | | |
|Child of an African-American tenant | | | | |
|farmer. | | | | |
|Articles: | | | | |
|Women's Rights | | | | |
|League of Women Voters of the United | | | | |
|States | | | | |
|Child Labor | | | | |
|Tammany Society | | | | |
|Audio: | | | | |
|Social Reform Movements: The | | | | |
|Progressive Reform Movement | | | | |
|Theodore Roosevelt: "Social & | | | | |
|Industrial Justice" (August, 1912) | | | | |
|William H. Taft: "The Rights of Labor"| | | | |
|(August 3, 1908) | | | | |
|Writing Prompt: | | | | |
|Activism | | | | |
| | | | | |
|Leading a Cause | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 4.1 | | | |given course will agree to administer |
|Give examples of support shifting to |Concepts |Big Business |Analyze changes in American society that resulted in a | |
|big business during the postwar period|Economic Boom |Business Community |demand for consumer goods. | |
|between World War I and the Great |Stock |Social Darwinism | | |
|Depression. |Stock Market | |Evaluate the role of credit in creating a booming stock | |
| |Consumer Economy | |market. | |
|Videos: | | | | |
|Warren G. Harding (GL) |People/Places/Ideas/ | |Compose a statement summarizing the role of the | |
|Reluctant Nomination (GL) |Events/Things | |presidency as practiced by Harding, Coolidge, and Hoover.| |
|Ideal American (GL) |Warren G. Harding | | | |
|Silent Cal (GL) |Calvin Coolidge | |Evaluate reasons many Americans felt ensuring a good life| |
|Life After World War I (GL) |Herbert Hoover | |for big business meant a good life for Americans. | |
|Round Two: Calvin Coolidge (GL) |Consumer Goods | | | |
|Concluding Remarks (GL) | | | | |
|"The Business of America Is Business" | | | | |
| (GL) | | | | |
|American Individualist (GL) | | | | |
|Miracle Man (GL) | | | | |
|A Rising Economy, Flourishing Job | | | | |
|Market, Tax Cuts, and Speculation: | | | | |
|Election of 1928 (GL) | | | | |
|America, 1920 (GL) | | | | |
|Wall Street, 1929 (GL) | | | | |
|Serving as Governor of New York (GL) | | | | |
|Survival Theories: Social Darwinism | | | | |
|and Eugenics (GL) | | | | |
|Social Darwinism and Socialism (GL) | | | | |
|Social Darwinism and Capitalism (GL) | | | | |
|Images: | | | | |
|Warren G. Harding (1865-1923) . | | | | |
|Harding's Attorney General resigned in| | | | |
|scandal. | | | | |
|"Teapot Dome" principals. | | | | |
|Calvin Coolidge (1872-1933) as vice | | | | |
|president. | | | | |
|Wall Street in New York City, 1924. | | | | |
|Herbert Spencer, who founded "Social | | | | |
|Darwinism." | | | | |
|A Horatio Alger book. | | | | |
| | | | | |
|Articles: | | | | |
|Fall, Albert Bacon | | | | |
|Teapot Dome | | | | |
|Social Darwinism | | | | |
|Fiske, John | | | | |
|Audio: | | | | |
|Warren G. Harding: "The Republic Must | | | | |
|Awaken" (1917) | | | | |
|U.S. Government: The First 200 Years: | | | | |
|A Nation in Economic Crisis | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 4.2 | | | |given course will agree to administer |
|Describe the development of popular |Concepts |Jazz Age |Analyze works by Hughes, Lewis, and Fitzgerald to | |
|culture. |Popular Culture |Bootlegger |determine the mood of the 1920’s. | |
| |Renaissance |Renaissance | | |
|Videos: |Prohibition |Harlem Renaissance |Evaluate the extent of the impact of the Harlem | |
|Harlem Renaissance (GL) |Poetry | |Renaissance on the culture of the 1920’s. | |
|Harlem Renaissance | | | | |
|Art during the Harlem Renaissance (GL)| | | | |
|Society Changes in the Jazz Age (GL)|People/Places/Ideas/ | | | |
|Jazz and Blues in the 1920s (GL) |Events/Things | | | |
|The Roaring Twenties (GL) |Harlem | | | |
|Expression and Decline of the Harlem |Langston Hughes | | | |
|Renaissance (GL) |Duke Ellington | | | |
|The Rise of the Harlem Renaissance |Sinclair Lewis | | | |
| (GL) |F. Scott Fitzgerald | | | |
|The Harlem Renaissance and the |Cotton Club | | | |
|Formation of Negro Baseball Leagues |Bathtub Gin | | | |
| (GL) |Speak Easy | | | |
|Literature during the Harlem | | | | |
|Renaissance (GL) | | | | |
|Harlem (GL) | | | | |
|New York (GL) | | | | |
|Jacob Lawrence (GL) | | | | |
|James Van Der Zee (GL) | | | | |
|The Birth of Jazz (GL) | | | | |
|The Harmon Foundation (GL) | | | | |
|Aaron Douglas (GL) | | | | |
|William H. Johnson (GL) | | | | |
|Henry O. Tanner & Edward Bannister | | | | |
| (GL) | | | | |
|The Jazz Age | | | | |
|The Renaissance's Lasting Impression | | | | |
| (GL) | | | | |
|In Great Form (Fitzgerald/GL) | | | | |
|Portrait of the Author: F. Scott | | | | |
|Fitzgerald (GL) | | | | |
|Syncopated City (GL) | | | | |
|Breaking Barriers (GL) | | | | |
|Lost Innocence: The Myth of the | | | | |
|American Dream (GL) | | | | |
|The Cotton Club (GL) | | | | |
|"Stormy Weather" (GL) | | | | |
|Sinclair Lewis En Route to Receive | | | | |
|Nobel Prize (GL) | | | | |
|Literature Critical of Society's | | | | |
|Materialism (GL) | | | | |
|Bessie Coleman and Lola Brown | | | | |
|Images: | | | | |
|Langston Hughes | | | | |
|American Author Francis Scott | | | | |
|Fitzgerald | | | | |
|The Cotton Club in Harlem | | | | |
|"Duke" Ellington (1899-1974). | | | | |
|Sinclair Lewis (1885-1951). | | | | |
|Pioneer Aviator Bessie Coleman | | | | |
|Articles: | | | | |
|United States of America: History--The| | | | |
|Roaring Twenties: Boom and Crash | | | | |
|Cullen, Countee | | | | |
|McKay, Claude | | | | |
|Fitzgerald, F(rancis) Scott (Key) | | | | |
|Ellington, Duke | | | | |
|Fitzgerald, Ella | | | | |
|Baker, Josephine | | | | |
|Hughes, (James Mercer) Langston | | | | |
|Lewis, (Harry) Sinclair | | | | |
|Audio: | | | | |
|Cultural Contributions of Black | | | | |
|Americans: Art: The Lasting Impression| | | | |
|of the Harlem Renaissance | | | | |
|The History of American Literature: | | | | |
|Poets of the Harlem Renaissance | | | | |
|Cultural Contributions of Black | | | | |
|Americans: Literature: A Literary | | | | |
|Renaissance in Harlem | | | | |
|The History of American Literature: | | | | |
|Unprecedented Criticism & Sinclair | | | | |
|Lewis | | | | |
|Writing Prompt: | | | | |
|Favorite Piece of Literature | | | | |
| | | | | |
|Favorite Music | | | | |
| | | | | |
|An Age | | | | |
| | | | | |
|The Artist and Culture | | | | |
| | | | | |
|Gender Differences | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 4.3 | | | |given course will agree to administer |
|Explain how America reacted to a |Concepts |Prohibition |Summarize what happened in Russia at the end of World War| |
|changing society by examining issues |Prohibition |Evolution |I—the Russian Revolution. | |
|associated with the Red Scare, |Crime rates |Biblical Creation | | |
|Prohibition, the Scopes Trial, the |Evolution |Radical |Analyze connections between the Russian Revolution and | |
|changing role of women and |Religious Beliefs |Radicalism |the Palmer Raids. | |
|African-Americans, the Ku Klux Klan, |Scientific Ideas | | | |
|the Palmer Raids, the National Origins|Radicalism | |Evaluate the effectiveness of Prohibition. | |
|Act, and restrictions on immigration. | | |Analyze reasons for its failure. | |
| | | | | |
|Videos: | | |Evaluate the impact of giving women the vote. | |
|The Red Scare and Social Unrest |People/Places/Ideas | | | |
|(GL) |Events/Things | |Describe the ways in which religion and science | |
|The Red Scare (GL) |Red Scare | |conflicted during the 1920’s. | |
|Fear of Communism (GL) |National Origins Act | | | |
|The End of Senator Joseph McCarthy's |Sacco and Vanzetti Trial | | | |
|Political Power (GL) |Women’s Suffrage | | | |
|The McCarren Act and the Efforts of |Communism | | | |
|Senator Joseph McCarthy (GL) |Attorney General Palmer | | | |
|Understanding McCarthyism (GL) |Palmer Raids | | | |
|Sacco and Vanzetti and the Communist |J. Edgar Hoover | | | |
|Scare (GL) |Scopes Trial | | | |
|Scopes Monkey Trial: Teaching | | | | |
|Creationism or Evolution in School | | | | |
|(GL) | | | | |
|William Jennings Bryan: Participant in| | | | |
|the Scopes Trial (GL) | | | | |
|Bryan's Final Chapter: The Monkey | | | | |
|Trial (GL) | | | | |
|The Monkey Trial (GL) | | | | |
|American Political Movements and Civil| | | | |
|Liberties in the Twentieth Century | | | | |
|Ku Klux Klan (GL) | | | | |
|Ku Klux Klan (GL) | | | | |
|An American Terrorist Organization: | | | | |
|The Rise of the Ku Klux Klan (GL) | | | | |
|Post-War Intolerance | | | | |
| | | | | |
|Images: | | | | |
|Senator Joseph R. McCarthy | | | | |
|(1909-1957). | | | | |
|Senate Investigating Subcommittee | | | | |
|Meeting | | | | |
|Annie Lee Moss with Lawyer | | | | |
|Sacco and Vanzetti. | | | | |
|Clarence Darrow During Scopes Trial | | | | |
|The Scopes trial in July 1925. | | | | |
|John Thomas Scopes (1900-1970). | | | | |
|Clarence Darrow and William Jennings | | | | |
|Bryan, 1925 | | | | |
|Alexander Mitchell Palmer (1872-1936).| | | | |
|Ku Klux Klan members in a midnight | | | | |
|ritual in 1922. | | | | |
|Ku Klux Klan members with Confederate | | | | |
|Flag | | | | |
|Kkk Blood Oath; Ishness | | | | |
|Nathan Bedford Forrest (1821-1877). | | | | |
|The National Origins Act of 1924. | | | | |
|Articles: | | | | |
|Communism | | | | |
|McCarthy, Joseph Raymond | | | | |
|Sacco-Vanzetti Case | | | | |
|Scopes Trial | | | | |
|Forrest, Nathan Bedford | | | | |
|Darrow, Clarence Seward | | | | |
|Ku Klux Klan | | | | |
|Miller, Arthur | | | | |
| | | | | |
|Audio: | | | | |
|U.S. Government: The First 200 Years: | | | | |
|A Nation in Economic Crisis | | | | |
|African American History: Civil War | | | | |
|Promises & Realities | | | | |
Benchmark 3
3-6 February 2009
Core standard 5: The Great Depression
Give examples of the causes and effects of the Great Depression and describe the government’s responses to the Great Depression. Analyze the conflicts between business, government, and labor that occurred during the 1930s.
Core standard 6: World War II
Analyze the events that led to the United States’ involvement in World War II. Describe key events, places, and people involved with the causes and course of World War II. Give examples of the economic and social changes in American life resulting from World War II.
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a|
|USH 4.6 | | | |given course will agree to administer |
|Describe New Deal legislation and its|Concepts |FDR |Compare the Hoover (Republican) view of self-help and | |
|effect on government expansion and |Help business to end the depression |New Deal |help from charities with the Roosevelt (New Deal | |
|compare and contrast their views with|Help the population to increase |Depression |Democrat) view of government having a role in people’s | |
|New Deal proponents and opponents. |spending and end the depression | |lives. | |
| |Supply side economics | | | |
|Videos: |Keynesian Economics | |Explain the idea of priming the pump. | |
|The Dust Bowl (GL) |Deficit Spending | | | |
|Dust Bowl (GL) |Balanced Budget | |Explain the ultimate goal of programs like the CCC and | |
|Causes of the Great Depression (GL) | | |the WPA. | |
|The Great Depression (GL) |People/Places/Ideas | | | |
|The Great Depression in America (GL) |Events/Things | |Describe why New Deal opponents (a) believe the New | |
|Franklin D. Roosevelt: The Nation's |Franklin D. Roosevelt | |Deal economically unsound and (b) thought it was a form| |
|Guiding Light Through the Great |Eleanor Roosevelt | |of socialism. | |
|Depression and WWII (GL) |Great Depression | | | |
|The End of the Great Depression |Bank Failures | | | |
|Flotsam and Jetsam (GL) |Bank Holiday | | | |
|American Stories: A Future Reborn |NRA | | | |
| (GL) |AAA | | | |
|Pendulum (GL) |CCC | | | |
|Economic Tremors before Black Tuesday|WPA | | | |
| (GL) | | | | |
|Packing the Supreme Court | | | | |
|The South & Southwest, 1933 | | | | |
|Chicago, 1934 | | | | |
|New Deal Legacy (GL) | | | | |
|Disciplined Fantasy (GL) | | | | |
|Picturing Hard Times (GL) | | | | |
| President's Wife (GL) | | | | |
|Radio | | | | |
|The Share-A-Meal Plan | | | | |
|The WPA (GL) | | | | |
|FDR Visits Virginia New Deal: First | | | | |
|One Hundred Days (GL) | | | | |
|Eleanor Roosevelt and the Plight of | | | | |
|the American Migrant Farm Worker | | | | |
| (GL) | | | | |
|Eleanor's Politics (GL) | | | | |
|When Fiction Inspires Change (GL) | | | | |
|Images: | | | | |
|Franklin Delano Roosevelt. | | | | |
|Destitute family beside railroad | | | | |
|tracks | | | | |
|Franklin Roosevelt About to Deliver | | | | |
|His First Fireside Chat | | | | |
|Farm abandoned during Great | | | | |
|Depression (1) | | | | |
|Oklahoma drought refugees at | | | | |
|Marysville, 1935. | | | | |
|Drought refugees from Abilene, Texas.| | | | |
|A depression-year corn stalk withered| | | | |
|by drought. | | | | |
|Oklahoma drought refugees in the | | | | |
|Imperial Valley. | | | | |
|An Oklahoma family camped at Blythe, | | | | |
|1936. | | | | |
|Harry L. Hopkins (1890-1946). | | | | |
|An AAA exhibit. | | | | |
|Enrollees in an African-American CCC | | | | |
|camp . | | | | |
|Eleanor Roosevelt with National Youth| | | | |
|Administration Leader | | | | |
|Marian Anderson at the Lincoln | | | | |
|Memorial. | | | | |
|Eleanor Roosevelt (1884-1962). | | | | |
|Articles: | | | | |
|New Deal | | | | |
|Lange, Dorothea | | | | |
|National Industrial Recovery Act | | | | |
|Evans, Walker | | | | |
|Guthrie, Woody | | | | |
|Work Projects Administration | | | | |
|Richard Wright (1908-1960). | | | | |
|Civilian Conservation Corps | | | | |
|Roosevelt, (Anna) Eleanor | | | | |
| | | | | |
|Audio: | | | | |
|Franklin D. Roosevelt: Fireside Chat:| | | | |
|On the Works Relief Program & Social | | | | |
|Security Act (April 28, 1935) | | | | |
|Franklin D. Roosevelt: Fireside Chat:| | | | |
|On the New Deal (May 7, 1933) | | | | |
|Franklin D. Roosevelt: Fireside Chat:| | | | |
|On the Bank Crisis (March 12, 1933) | | | | |
|The Great Depression: Causes: The | | | | |
|Nation's Poor | | | | |
|The Great Depression: Solutions: | | | | |
|Recovery Policies on the Farm & in | | | | |
|the Factory | | | | |
|The Great Depression: Solutions: | | | | |
|Political Response & the Second New | | | | |
|Deal | | | | |
|The Great Depression: Solutions: | | | | |
|Reshaping the Economy | | | | |
|The Great Depression: Solutions: The | | | | |
|Economic Climate Surrounding | | | | |
|Roosevelt's Election | | | | |
|The Great Depression: Causes: | | | | |
|Hoover's Disastrous Decisions & | | | | |
|Roosevelt's Promise | | | | |
|The Great Depression: Effects: The | | | | |
|Life of the American During the | | | | |
|Depression | | | | |
|African American History: The Great | | | | |
|Depression & the African American | | | | |
|Community | | | | |
|The Great Depression: Solutions: An | | | | |
|Impending, Uncertain War Era | | | | |
|The Great Depression: Effects: | | | | |
|American Pastimes | | | | |
|Writing Prompt: | | | | |
|Direct Contact | | | | |
|Discovery Education Resources | | | | |
|Videos: | | | | |
|The Great Depression: Boom and Bust | | | | |
|in America | | | | |
|America: The Roaring Twenties | | | | |
|Dark Days of October | | | | |
|Images of Depression | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a|
|USH 4.7 | | | |given course will agree to administer |
|Describe technological developments |Concepts |Assembly Line |Analyze the impact of the motor car on the life of | |
|during the 1920’s and their impact on|Mass production |Mass Produced |urban and rural Americans. | |
|rural and urban America. |Urbanized nation |Urbanization | | |
| |Automobile society |Consumer Products |Evaluate the impact of Ford’s mass manufacturing of | |
|Videos: |Automobile focused economy | |automobiles on the sales of automobiles. | |
|EARLY INDUSTRIAL AMERICA | | | | |
|The Urban Transformation (GL) | | |Suggest ways the America of the 1920s in which more | |
|Culture in the 1920s (GL) |People/Places/Ideas/ | |people lived in cities than in the countryside was | |
|America, 1920 (GL) |Events/Things | |different from the America of the 1890’s. | |
|Early American Capitalism: | | | | |
|Monopolies, Unions, and the Great |Henry Ford | | | |
|Depression (GL) |Model T | | | |
|The Great Depression & New |Ford Assembly Plant | | | |
|Technology: 1930, 1933, & 19351936 |Oil/Gas | | | |
|(GL) |Internal Combustion Engine | | | |
|The Rails, 1932 | | | | |
|Henry Ford (GL) | | | | |
|Henry Ford: Changing the Way | | | | |
|Americans Worked, Played, and | | | | |
|Traveled (GL) | | | | |
|The Highest Quality of Life in the | | | | |
|World | | | | |
|The Automobile | | | | |
|Charles Lindbergh (GL) | | | | |
|Into the Twentieth Century (GL) | | | | |
|The Birdmen (GL) | | | | |
|Amelia Earhart (GL) | | | | |
|Franklin's Early Years (GL) | | | | |
|Science and Technology | | | | |
|How We Lived | | | | |
|A Brief History of Automobiles and | | | | |
|Trucks | | | | |
|Images: | | | | |
|Henry Ford (1863-1947). | | | | |
|An assembly line. | | | | |
|Ad for a Lincoln touring car, 1923. | | | | |
|Pilot Amelia Earhart | | | | |
|The arrival of Amelia Earhart | | | | |
|(1897-1937). | | | | |
|Articles: | | | | |
|Earhart, Amelia | | | | |
|Ford, Henry | | | | |
|Assembly Line | | | | |
|Olds, Ransom Eli | | | | |
|Internal-Combustion Engine | | | | |
| | | | | |
|Audio: | | | | |
|The Great Depression: Effects: The | | | | |
|Need for Organized Labor | | | | |
|Franklin D. Roosevelt: Fireside Chat:| | | | |
|On Farmers & Laborers (September 6, | | | | |
|1936) | | | | |
|My Belief in the Age of Flight Amelia| | | | |
|Earhart c.1932 (Audio Only) | | | | |
|Writing Prompt: | | | | |
|No Is Not an Answer | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 4.8 | | | |given course will agree to administer |
|Describe the cause and effect of |Concepts |Isolationism |Explain why Americans came to believe that American | |
|American isolationism during the |Isolationism |Neutrality |involvement in World War I was a plan devised by | |
|1930s. |Pre-occupation with the Great |Preoccupation |profiteering industrialists. | |
| |Depression | | | |
|Videos: | | |Analyze the stress the Great Depression placed on the | |
|Crisis (GL) | | |ability to the US government to react to foreign events. | |
|The United States in the Late 1930's |People/Places/Ideas | | | |
|(GL) |Events/Things | |Restate what was meant by the statement America First. | |
|American Isolationism |Neutrality Act | | | |
|FDR Faces American Isolationism (GL) |“America First” | |Analyze how strict neutrality prevented the United States| |
|World Events (GL) |Japan attacks China | |from helping China in its war against Japanese aggression| |
|Isolationism (GL) |Mussolini invades Ethiopia | | | |
|The Clouds of War |Hitler occupies the Rhineland | | | |
|Austria Annexed by Hitler - March 14, |Hitler annexes Austria | | | |
|1938 | | | | |
|Germany, France, England, and Italy | | | | |
|Sign a Treaty that Clears the Way for | | | | |
|Hitler's Armies (GL) | | | | |
|Overview of 1938 (GL) | | | | |
|Adolf Hitler Befriends Benito | | | | |
|Mussolini | | | | |
|The Rise of Economic Nationalism (GL) | | | | |
|Unrest in Europe and U.S. Neutrality | | | | |
|(GL) | | | | |
|March 13, 1938: Hitler Defies | | | | |
|Versailles Treaty and Marches into | | | | |
|Austria (GL) | | | | |
|America Ignores the War (GL) | | | | |
|1940: America Resolves Not to Join the| | | | |
|War (GL) | | | | |
|Adolf Hitler Proves Unstoppable: | | | | |
|Prospects of War Grow Inevitable | | | | |
| (GL) | | | | |
| | | | | |
|Audio: | | | | |
| President Franklin D. Roosevelt | | | | |
|Outbreak of WW II in Europe and | | | | |
|proclamation of American neutrality - | | | | |
|September 3, 1939 | | | | |
|F.D.R. Gives Message to Congress | | | | |
| (Video Speech) | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|UHS 5.1 | | | |given course will agree to administer |
|Compare and contrast President |Concepts |World View |Read a text of a speech or article to identify key ideas | |
|Franklin D. Roosevelt’s world view |World view |Compare & Contrast |and concepts of the author/speaker. | |
|with that of Germany’s Adolf Hitler. | | | | |
| | | |Set speeches/articles in the context of the time. | |
|Videos: |People/Places/Ideas/ | | | |
|Hitler Cohorts Lose in Election |Events/Things | |Identify audiences of speeches and articles. | |
|The Rise of Adolf Hitler and Nazi |Franklin D. Roosevelt | | | |
|Germany (GL) |Adolph Hitler | |Compare key ideas and concepts of a speech given by FDR | |
|Hitler's Papers: Black Market Brings |Nazism | |and Adolph Hitler. | |
|Documents to Light (GL) |Hitler’s May Day Speech (1937) | | | |
|Enemies of Freedom (GL) |New Deal | |Synthesize a summary composition comparing how FDR saw | |
|Turning Points: Freedom of the Press |Four Freedoms | |the world and how Hitler saw the world. | |
| (GL) |FDR’s Declaration of War Speech | | | |
|1933: Hitler's First Speech to the | | | | |
|Reichstag as Chancellor of Germany | | | | |
| (GL) | | | | |
|Images: | | | | |
|Adolf Hitler and His Officials at a | | | | |
|Ceremony in Berlin | | | | |
|A poster of Hitler. | | | | |
|Hitler sworn in as chancellor, March | | | | |
|21, 1933 . | | | | |
| | | | | |
|Articles: | | | | |
|Hitler, Adolf | | | | |
|National Socialism | | | | |
|Audio: | | | | |
|Adolf Hitler: Chancellor of Germany | | | | |
|(1933-1945) (Video Speech) | | | | |
|1933: Hitler's First Speech to the | | | | |
|Reichstag as Chancellor of Germany | | | | |
| (Video Speech) | | | | |
|Hitler's Speech to the Workers (Video | | | | |
|Speech) | | | | |
|Hitler's Speech to the German State | | | | |
| (Video Speech) | | | | |
|Pearl Harbor Speech to the Congress of| | | | |
|the United States President Franklin | | | | |
|Delano Roosevelt December 8, 1941 | | | | |
|Writing Prompt: | | | | |
|Censorship of Ideas | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USA 5.2 | | | |given course will agree to administer |
|Identify and describe key events that |Concepts |Identify |Identify the purpose and conditions of sale stated in the| |
|resulted in the United States’ entry |Military Aid |Describe |Lend-Lease Act. | |
|into World War II |Reasons for War |Cause & Effect | | |
| |Undeclared Act of War |Acts of War |Identify the purpose and conditions of sale stated in the| |
|Videos: |Cripple or Disable a Fleet |Totalitarianism |Cash and Carry law. | |
|America Joins the War (GL) |Entrench Before a Counter-Attack |Fascism | | |
|American Manufacturing Mobilizes for | |Nazism |Describe reasons Germans would support Hitler in starting| |
|War (GL) | |Military Government |a European War and eventually a world war. | |
|America Enters World War II |People/Places/Ideas/ |Undeclared Act of War | | |
|Pearl Harbor (GL) |Events/Things |Blitzkrieg | | |
|Japanese Aircraft Head for Pearl |Germany |Allied Powers | | |
|Harbor (GL) |Italy |Axis Powers | | |
|The Attack on Pearl Harbor & Its |Japan | | | |
|Impact (GL) |China | | | |
|Hideki Tojo (GL) |Eastern Europe | | | |
|The Attack of Pearl Harbor (1941): |France | | | |
|America Stands United |Great Britain | | | |
|December 7, 1941: America Joins the |Attack on Pearl Harbor | | | |
|War After the Japanese Attack Pearl |Lend-Lease | | | |
|Harbor (GL) |European Theater | | | |
|The Second Wave of the Japanese Attack|Pacific Theater | | | |
|on Pearl Harbor Begins (GL) |Mussolini | | | |
|Results of Pearl Harbor: Patriotism, |Hitler | | | |
|Japanese-American Heroes, and War |Stalin | | | |
|Memorials (GL) | | | | |
|FDR and the Lend-Lease Act (GL) | | | | |
|U.S. Lend-Lease Act Buys Time to | | | | |
|Prepare for War | | | | |
|FDR Discusses Threat of Axis Powers | | | | |
|Nazi Parachute Troops and Blitz | | | | |
|Tactics Devastate Resisters | | | | |
|Rise of Fascism (GL) | | | | |
|Gleichschaltung: The Basis of Nazi | | | | |
|Totalitarianism and Oppression of the | | | | |
|German People | | | | |
|General MacArthur: Supreme Allied | | | | |
|Commander of the Southwest Pacific | | | | |
|Theater in WWII (GL) | | | | |
|Josef Stalin (GL) | | | | |
|Stalin Meets with U.S. and Great | | | | |
|Britain to Reaffirm Commitment in War | | | | |
|Efforts | | | | |
|The Big Three Conference: Churchill, | | | | |
|Truman, and Stalin Discuss World | | | | |
|Affairs | | | | |
|Hitler Turns on Russia: Stalin Rallies| | | | |
|Soviets to Fight Back | | | | |
|President Roosevelt's Final Message to| | | | |
|Congress | | | | |
|Meeting for Peace: Churchill and | | | | |
|Roosevelt Discuss the War | | | | |
|Benito Mussolini (GL) | | | | |
|Chiang Kai-Shek (GL) | | | | |
|General Eisenhower Inspires Troops | | | | |
| (GL) | | | | |
|Italy, Germany, & Japan Unite (GL) | | | | |
| | | | | |
|Images: | | | | |
|Lend-Lease: bacon from U.S. in | | | | |
|England. | | | | |
|Congress authorized a "lend-lease" | | | | |
|program, 1941. | | | | |
|Roosevelt, Churchill, U.S.S. Augusta. | | | | |
|Workman reads about the Pearl Harbor | | | | |
|attack. | | | | |
|A ship burning during attack on Pearl | | | | |
|Harbor. | | | | |
|Patriotic Sign on Japanese Grocery | | | | |
|Store | | | | |
|Japanese bomber attacking "battleship | | | | |
|row." | | | | |
|Women volunteers signing up, SF Red | | | | |
|Cross office. | | | | |
|Redding newsboy sells an extra, | | | | |
|December 7, 1941. | | | | |
|"I am an American" sign in a store | | | | |
|window. | | | | |
|Roosevelt asking Congress to declare | | | | |
|war on Japan. | | | | |
|A public notice about the Japanese | | | | |
|removal. | | | | |
|Benito Mussolini (1883-1945). | | | | |
|The Cairo Conference, November 1943. | | | | |
|Map: Hitler's empire, 1942. | | | | |
|German Junkers Ju. 87 "Stuka" in | | | | |
|flight. | | | | |
|Houses in Luxembourg destroyed, May | | | | |
|10, 1940. | | | | |
|Winston Churchill (1874-1965). | | | | |
|A poster, "Death to the Fascist | | | | |
|Serpent!" | | | | |
|Mussolini presides over Fascist Grand | | | | |
|Council. | | | | |
|Soldiers study war map Pacific-Asiatic| | | | |
|theaters. | | | | |
|The "Stalin-Hitler Pact." | | | | |
|Joseph Stalin (1879-1953). | | | | |
|Color photo, Tojo Hideki, 1948 war | | | | |
|crimes trial. | | | | |
|Articles: | | | | |
|Lend-Lease | | | | |
|Axis Powers | | | | |
|Totalitarianism | | | | |
|Arendt, Hannah | | | | |
|Flamethrower | | | | |
|Stalin, Joseph | | | | |
|Yalta Conference | | | | |
|Audio: | | | | |
|Pearl Harbor Speech to the Congress of| | | | |
|the United States President Franklin | | | | |
|Delano Roosevelt December 8, 1941 | | | | |
|(Audio Only) | | | | |
|Prime Minister Winston Churchill's | | | | |
|Address to the U.S. Congress December | | | | |
|26, 1941 (Audio Only) | | | | |
|Franklin D. Roosevelt: On Lend Lease | | | | |
|(March 15, 1941) | | | | |
|Fascist Dictatorships: The Roots of | | | | |
|Fascism | | | | |
|Fascist Dictatorships: Fascism Spreads| | | | |
|across Europe | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 5.4 | | | |given course will agree to administer |
|Describe Hitler’s “Final Solution” |Concepts |Genocide |Explain the significance of the “Night of the Broken | |
|policy and identify the Allied |Genocide |Mass Murder |Glass” in terms of German treatment of European Jews. | |
|responses to the Holocaust. |Anti-Semitism |Anti-Semitism | | |
| |Rules of War |International Law |Identify the categories of people labeled Undesirables | |
|(THE STATE OF INDIANA MANDATES THAT |Rules of Internment for Enemy Prisoners|Laws of War |within the Third Reich. | |
|THIS INDICATOR BE TAUGHT EVERY YEAR IN| |Holocaust |Describe the various attempts to use Undesirables as | |
|THIS COURSE) |People/Places/Ideas | |slave labor or to mass murder them. | |
| |Events/Things | | | |
|Videos: |“Undesirables”: | |Analyze the impact of the fact that the USSR had never | |
|A Last Goodbye (GL) |Jews | |signed the Geneva Agreements on the fate of captured | |
|A Reawakening of Anti-Semitism (GL) |Mentally impaired | |Russian and German soldiers. | |
|Hitler and the Nazis Spread |Physically impaired | | | |
|Anti-Semitism (GL) |Gypsies | |Analyze conditions and procedures in a Nazi Death Camp. | |
|In Memoriam: The Holocaust (GL) |Homosexuals | |Describe the fate of most Jews sent to the Death Camps. | |
|Encountering the Holocaust (GL) |Slavs | | | |
|Auschwitz (GL) |Wannsee Conference | |Describe efforts of various Europeans including the Danes| |
|Exile and Deportation (GL) |“Final Solution” | |to prevent the Nazis from killing European Jews. | |
|Answers to Questions About the |Crimes Against Humanity | | | |
|Holocaust (GL) |Nuremburg Trials | |Explain the role of the SS and especially the Gestapo in | |
|Introduction: Objectives and |Concentration Camp | |eliminating Undesirables. | |
|Vocabulary |Death Camp | | | |
|Writing as an Escape |Gestapo | |Describe how the Allied Powers responded to the German | |
|News of the Outside World: Deporting |POW camp | |liquidation of the Jews and others at the Nuremburg | |
|More Jews |Liberation of Death Camps | |Trials. | |
|Anne's Childhood in Germany |Zionism | | | |
|The Secret Annexe |“Never Again!” | |Analyze reasons Harry Truman decided to recognize the | |
|Why Anne's Story Lives On |State of Israel | |state of Israel. | |
|Anti-Semitism (GL) |FDR | | | |
|The Warsaw Ghetto Uprising: Heroism |Harry Truman | | | |
|and Resistance (GL) | | | | |
|Looking Back and Moving On: The Many | | | | |
|Emotions of the Holocaust Survivors | | | | |
|(GL) | | | | |
|Kristallnacht & Holocaust | | | | |
|Photographs from the Lodz Ghetto | | | | |
| (GL) | | | | |
|Childhood: Life Before World War II | | | | |
|(GL) | | | | |
|Life in the Concentration Camps (GL) | | | | |
|The Segregation and Persecution of the| | | | |
|Jews (GL) | | | | |
|The Jewish Children in Ghettos and | | | | |
|Death Camps (GL) | | | | |
|Hermann Goering (GL) | | | | |
|Opening Statement (Herman Goering—GL)| | | | |
|Goering Takes the Stand (GL) | | | | |
|The Nuremberg Trials | | | | |
|Nuremberg (GL) | | | | |
|Nazi Atrocities (GL) | | | | |
|Newsreel: Hitler's Atrocities | | | | |
| The Final Solution (GL) | | | | |
|The Annihilation of the Jews: The | | | | |
|"Final Solution" Begins | | | | |
|Damning Evidence (GL) | | | | |
|Trial of the Century: Eichmann Tried | | | | |
|for War Crimes | | | | |
|Dachau (GL) | | | | |
|The Nuremburg Trials and the Lessons | | | | |
|of World War II | | | | |
|Adolph Hitler (GL) | | | | |
|Harry S. Truman: One of America's Most| | | | |
|Effective Presidents (GL) | | | | |
|The Truman Committee (GL) | | | | |
| | | | | |
| | | | | |
|Images: | | | | |
|Orthodox Polish Jew has his beard | | | | |
|shaved off. | | | | |
|Warsaw citizens' papers reviewed | | | | |
|during revolt. | | | | |
|Prisoners in their bunks at Dachau. | | | | |
|German soldiers forced to uncover mass| | | | |
|grave. | | | | |
|Women's ward at Belsen concentration | | | | |
|camp. | | | | |
|One of the first freed from a | | | | |
|concentration camp. | | | | |
|Bodies of Nazi concentration camp | | | | |
|victims, 1945. | | | | |
|Irma Grese, in charge of death cells | | | | |
|at Belsen. | | | | |
|Buildings on fire in the Warsaw | | | | |
|ghetto, 1943. | | | | |
|Warsaw Jews herded into ghetto. | | | | |
|Concentration camp inmates (2) | | | | |
|Ovens in a German concentration camp. | | | | |
|War Criminals at the Nuremberg Trials,| | | | |
|1946 | | | | |
|Color photo, Hermann Goering at | | | | |
|Nuremberg. | | | | |
|Articles: | | | | |
|Gestapo | | | | |
|War Crimes Trials | | | | |
|Isolationism | | | | |
|National Socialism | | | | |
|Audio: | | | | |
|Fascist Dictatorships: Hitler Defines | | | | |
|the Fascist Movement (GL) | | | | |
|Truman Doctrine President Harry S. | | | | |
|Truman March 12, 1947 (Audio Only) | | | | |
|The Causes of World War II: The Early | | | | |
|Days of the Nazi Party | | | | |
|Discovery Education Resources | | | | |
|Videos: | | | | |
|Refugees are Turned Away | | | | |
|Jewish Americans in World War II | | | | |
|Skill Builder: | | | | |
|Europe at the Peak of Axis Power | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 5.6 | | | |given course will agree to administer |
|Identify and describe the impact of |Concepts |Home Front | | |
|World War II on American culture and |Home Front |War Economy | | |
|economic life. |Rationing |Rationing | | |
| |Women in the Workplace |Wartime Agriculture | | |
|Videos: |Farm Workers |War Casualties | | |
|Prelude to 1942 |Mobilization of Resources |Government Censorship | | |
|Media Images of the War (GL) |African-American in the Military | | | |
|Women in World War II |Wartime Radio/ Communications | | | |
|Women and World War II (GL) | | | | |
|The Significance of World War II |People/Places/Ideas | | | |
|Native Americans in World War II (GL)|Events/Things | | | |
|This Is London: Edward R. Murrow's |Meatless Days | | | |
|World War II Broadcasts (GL) |Ration Coupons | | | |
|African Americans in World War II |War-Related Rationed Items | | | |
| (GL) |Rosie the Riveter | | | |
|Japanese Americans in World War II |Triple V | | | |
|(GL) |A. Philip Randolph | | | |
|World War II: Five Photographs (GL) |Braceros | | | |
|The Pueblo and World War II (GL) |G.I. Bill | | | |
|World War II: Navajo Code Talkers in |War Dead | | | |
|the United States Military (GL) |VA Hospital System | | | |
|Visiting the Troops (GL) |VE Day | | | |
|Crowds Flock to Gala Opening of 1940 |VJ Day | | | |
|World's Fair |Manhattan Project | | | |
|Ernie Pyle Goes to War (GL) |Atomic Bomb | | | |
|American Stories: A Future Reborn (GL)| | | | |
|Tell My Dad I Love Him Very Much (GL) | | | | |
|A Man of Honor (GL) | | | | |
|These Things Can't Happen(GL) | | | | |
|Kill Jim Crow (GL) | | | | |
|Atomic Bomb - August 6, 1945 (GL) | | | | |
|Racism in the United States (GL) | | | | |
|An Agent of Change (GL) | | | | |
|War Correspondents on D-Day (GL) | | | | |
|Homer Bigart, War Correspondent (GL) | | | | |
|A Japanese-American Rebuttal to the US| | | | |
|Government's Position on Relocation | | | | |
|(Primary Source Interview) | | | | |
|War Relocation Authority | | | | |
|Food Rationing | | | | |
|Gasoline Rationing | | | | |
|Part Four: Rockwell and the American | | | | |
|Workplace (GL) | | | | |
|America Salutes Women Workers in War | | | | |
|Effort | | | | |
|The Manhattan Project Begins (GL) | | | | |
|The Manhattan Project and the Atomic | | | | |
|Bomb Attacks on Hiroshima and Nagasaki| | | | |
| | | | | |
|The Atomic Bomb and Naval Defeats | | | | |
|Bring an End to the War with Japan | | | | |
|The Destruction of Hiroshima and | | | | |
|Nagasaki: A Result of the Atomic Bomb | | | | |
|The G.I. Bill | | | | |
|1944 Almanac; More 1944 Headlines | | | | |
|Life in Post-World War II America (GL)| | | | |
|V-E Day - May 13, 1945 | | | | |
|V-E Day Forty Years Later (GL) | | | | |
|Truman Drops A-Bomb/Japan Surrenders | | | | |
|(GL) | | | | |
|Paris Liberated: Germans Surrender, | | | | |
|Hiroshima and Nagasaki | | | | |
|Yalta Conference - February 12, 1945 | | | | |
| | | | | |
| | | | | |
|Images: | | | | |
|Disheveled Soldier in Europe During | | | | |
|World War II | | | | |
|A World War II black trainee learning | | | | |
|arc welding. | | | | |
|A World War II war bonds poster. | | | | |
|General George S. Patton in World War | | | | |
|II. | | | | |
|President Manuel Camacho and President| | | | |
|Roosevelt. | | | | |
|A World War II draft board, 1942. | | | | |
|Adolph Hitler at a radio in World War | | | | |
|II. | | | | |
| | | | | |
|African-American troops at SF awaiting| | | | |
|shipment. | | | | |
|Color WWII photo, Marlene Dietrich, | | | | |
|soldiers. | | | | |
|A Family Watching Television | | | | |
|The original atomic pile. | | | | |
|African American women workers in | | | | |
|WWII. | | | | |
|The line at a rationing board. | | | | |
|On July 16, 1945, first atomic bomb | | | | |
|was detonated. | | | | |
|Hiroshima, Japan, after atomic bomb | | | | |
|blast. | | | | |
|Enola Gay after dropping first atomic | | | | |
|bomb. | | | | |
|The dropping of the atomic bomb on | | | | |
|Nagasaki. | | | | |
|J. Robert Oppenheimer (1904-1967). | | | | |
|Albert Einstein (1879-1955). | | | | |
|Hiroshima after the atomic explosion. | | | | |
|Farm workers arrive under bracero | | | | |
|program. | | | | |
|Articles: | | | | |
|United States of America: | | | | |
|History--World War II and Aftermath | | | | |
|Eisenhower, Dwight David | | | | |
|World War II | | | | |
|WAVES | | | | |
|Woman brazing an automobile casting in| | | | |
|Buffalo. | | | | |
|Fitch, Val Logsdon | | | | |
|Nuclear Weapons | | | | |
|Alamogordo | | | | |
|Los Alamos National Laboratory | | | | |
|Veterans Affairs, Department of | | | | |
|V-J Day celebration at the White | | | | |
|House. | | | | |
| | | | | |
|Audio: | | | | |
|Truman speech on Potsdam Conference | | | | |
|and atom bomb on Hiroshima August 9, | | | | |
|1945 (Audio Only) | | | | |
| | | | | |
|Writing Prompt: | | | | |
|Distinguished Honor | | | | |
| | | | | |
|Working Traditions | | | | |
| | | | | |
|Unbelievable Accomplishment | | | | |
Benchmark 4
21-24 April
Core Standard 7: The Cold War
Describe key events, people and groups related to the causes, conditions, and consequences of the Cold War. Give examples of how Cold War events continue to influence the United States
Core Standard 8: Conflicts with Other Nations
Describe key events, people, and groups related to the causes, conditions, and consequences of conflicts such as the Korean War and Vietnam
Core Standard 9: Civil Rights
Compare and contrast key events, people, and groups related to the causes, conditions, and consequences of the struggle for civil rights.
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 6.1 | | | |given course will agree to administer |
|Describe the Domino Theory and its |Concepts |Describe |Describe the analogy implicit in the Domino theory. | |
|relationship to the principle of |Hot War |Theory | | |
|containment. Identify key events and |Cold War |Relationship |Analyze evidence from Eastern Europe and the Balkans as | |
|individuals as well as their |Domino Theory |Principle |proof or disproof of the Domino Theory. | |
|connections to post-World War II |Control of Access to the Black Sea |Containment | | |
|tensions (Cold War). |Social Unrest |Soviet Expansionism |Analyze the condition of the Low Lands, France, and | |
| |Economic Jump Start |Proxy Wars |Germany immediately after the end of World War II. | |
|Videos: |General Strike |Geopolitical | | |
|The Economic Surge |Industrial Strike | |List reasons why Britain could not continue to insure the| |
|Prelude to 1946 |Strategic Assets | |military safety of Western Europe and Greece after the | |
|Overview of 1952 |Anti-Communism | |end of World War II. | |
|The Cold War Begins (GL) | | | | |
|The Origins of the Cold War: |People/Places/Ideas | |Analyze how the Marshall Plan was designed to help | |
|Totalitarianism and Reaction |Events/Things | |jump-start the economies of the European countries | |
|Recovering from World War Two & |Greece | |(including the Soviet Union) after the end of World War | |
|Entering the Cold War |Turkey | |II. | |
|The Structure of the Cold War |Truman Doctrine | | | |
|The Cold War & the Korean War |Yugoslavia | |Explain how the USSR and the People’s Republic of China | |
|The Cold War (GL) |Marshall Tito | |sought to extend their control of East Asia via Korea. | |
|Francisco Franco: Fascist Nationalist,|Balkans | | | |
|Dictator of Spain, and Cold War Ally |Marshall Plan | | | |
|of the U.S. (GL) |Korean Peninsula | | | |
|Global Cold War Battles (GL) |North/South Korea | | | |
|Cold War Ideology (GL) |“Loss of China” | | | |
|Cold War Victories and Setbacks (GL) |Chairman Mao | | | |
|Manipulating Media: The Example of the|Taft-Hartley Act (Control of Communist | | | |
|Rosenberg Case |Influence in American Labor) | | | |
|Technological Advances | | | | |
|Détente with the Soviet Union | | | | |
|The Aftermath of the Atomic Age (GL) | | | | |
|Communism in China - October 1, 1949 | | | | |
|The Arms Race: 1958 to 1959 | | | | |
|Missile Attack on a Korean Airliner | | | | |
| (GL) | | | | |
|Democracy vs. Communism: The Korean | | | | |
|War (GL) | | | | |
|Korean War: Early Victories for North | | | | |
|Korea (GL) | | | | |
|Korean War - June 25, 1950 | | | | |
|North Korea Successfully Invades South| | | | |
|Korea and the U.N. and U.S. Respond | | | | |
|The Chinese Intervene (GL) | | | | |
|The U.S. Breaks the Red Spy Ring | | | | |
|Eisenhower Speaks of Nuclear Situation| | | | |
| | | | | |
|The Origins of the Truman Doctrine: | | | | |
|Greece and Turkey (GL) | | | | |
|The Marshall Plan (GL) | | | | |
|Resistance Continues in France and | | | | |
|Yugoslavia (GL) | | | | |
|Images: | | | | |
|David Ben-Gurion proclaims Israel's | | | | |
|independence. | | | | |
|President Truman presiding over 1948 | | | | |
|NSC meeting. | | | | |
|Mao Zedung meets with Ho Chi Minh, | | | | |
|Beijing, 1959. | | | | |
|Alger Hiss (b. 1904). | | | | |
|United Nations forces cross the 38th | | | | |
|parallel. | | | | |
|Map of southernmost advance, North | | | | |
|Korean forces. | | | | |
|Desegregated unit fighting in Korea in| | | | |
|1950. | | | | |
|Frances Perkins (1882-1965). | | | | |
|Articles: | | | | |
|Cold War | | | | |
|Korean War | | | | |
|Truman, Harry S. | | | | |
|National Labor Relations Board | | | | |
|National Labor Relations Act | | | | |
|Audio: | | | | |
|Truman Doctrine, President Harry S. | | | | |
|Truman March 12, 1947 | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 6.2 | | | |given course will agree to administer |
|Summarize the early struggle for civil |Concepts |Summarize |Identify the causes and consequences of major events like| |
|rights and identify events and people |Segregation |Associated with |the Montgomery Bus Boycott, the | |
|associated with this struggle. |Desegregation |Civil Rights |Little Rock school crisis, etc. | |
| | |Civil Liberties | | |
|Videos: |People/Places/Ideas |Jim Crow |Identify individuals associated with these major events. | |
|Post Harlem Renaissance (GL) |Events/Things |Desegregation | | |
|The Role of Television in the Cold War |Executive Order 9981 |Jackie Robinson |Compare and contrast the views and objectives of the | |
|& Civil Rights (GL) |Thurgood Marshall | |“establishment” and the Civil Rights protesters. | |
|How We Lived (GL) |Rosa Parks | | | |
|A Change is Gonna Come (GL) |Montgomery Bus Boycott | | | |
|Freedom: A History of US: Let Freedom |Civil Right Act 1957 | | | |
|Ring (GL) |Little Rock School Crisis | | | |
|Problems in Little Rock |Freedom Riders | | | |
|Conclusion ((GL--Executive Order 9981)|“We Shall Overcome” | | | |
| |Martin Luther King | | | |
|Images: | | | | |
|Rosa Parks Riding the Bus | | | | |
|Rosa Parks with Thomas Kilgore Jr | | | | |
|Black Students Integrate Little Rock's | | | | |
|Central High School | | | | |
| | | | | |
|Articles: | | | | |
|Space Exploration | | | | |
|Parks, Rosa L(ouise) | | | | |
| | | | | |
|Audio: | | | | |
|Integration Crisis at Little Rock | | | | |
|Schools President Eisenhower September | | | | |
|23, 1957 (Audio Only) | | | | |
|Gov. Orval Faubus Maintain Civil Order | | | | |
|Little Rock, Arkansas September 26, | | | | |
|1957 (Audio Only) | | | | |
| | | | | |
|Writing Prompt: | | | | |
|21st Century Study Groups | | | | |
|Discovery Education Resources | | | | |
|Videos: | | | | |
|The PBS NewsHour: The Little Rock Nine:| | | | |
|Fifty Years Later | | | | |
|The Little Rock Nine | | | | |
|Rosa Parks and the New Generation of | | | | |
|Activists | | | | |
|The Montgomery Bus Boycott | | | | |
|The Greensboro Sit-ins | | | | |
|Nashville Sit-ins | | | | |
|Freedom Summer | | | | |
|Writing Prompts: | | | | |
|Elizabeth Eckford and The "Little Rock | | | | |
|Nine" [Expository][ELA,SS][6-8; 9-12] | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 6.3 | | | |given course will agree to administer |
|Describe the constitutional |Concepts |Constitutional significance |Identify the issue being litigated in Brown v. Board of | |
|significance and lasting effects of |Constitutional Law |Describe |Education. | |
|the United States Supreme Court case |Supreme Court Decisions |Lasting Effects | | |
|Brown v. Board of Education. |Segregated Schools |Supreme Court Case |Analyze the Equal Protection Clause of the Fourteenth | |
| |Equal Protection under the Law | |Amendment. | |
|Videos: | | | | |
|Prologue to Brown (GL) |People/Places/Ideas | |State the reasons given by the US Supreme Court for its | |
|Integration in Farmville: Church |Events/Things | |decision in Brown v. Board of Education. | |
|Involvement in the Civil Rights |NAACP | | | |
|Movement |Fourteenth Amendment | |Read various forms of information media (maps, charts, | |
|Franklin's Hand in Ending Segregation |Equal Protection Clause | |graphs) to gather information on the progress of | |
|Brown v. Board of Education: The |Plessy v Ferguson | |integration of schools in the United States. | |
|Supreme Court Battle for School |Earl Warren | | | |
|Integration | | |Draw conclusions from information gained by reading maps,| |
|Brown v. Board of Education: The | | |charts, and graphs about the progress of integration of | |
|Supreme Court Decision | | |schools in the United States. | |
|Brown Versus Board of Education (GL) | | | | |
|The Warren Court and Brown v. Board of| | | | |
|Education | | | | |
|Southern Backlash Against the Brown | | | | |
|Ruling (GL) | | | | |
|The Road From Brown (GL) | | | | |
|Marshall Won Brown v. Board of | | | | |
|Education (GL) | | | | |
|Thurgood Marshall | | | | |
|The Young Lawyer's Top Priority (GL) | | | | |
|School Segregation: Brown v. The Board| | | | |
|of Education and the Little Rock Nine | | | | |
| | | | | |
|Central High (GL) | | | | |
|American History: Racial Inequality: | | | | |
|Remnants of a Troubled Time (GL) | | | | |
|The Role of the Supreme Court (GL) | | | | |
|Education for the Purpose of Change | | | | |
|(GL) | | | | |
|Segregated Schooling in Clarendon | | | | |
|County | | | | |
|Separate but Unequal | | | | |
|Introduction: Charles Hamilton Houston| | | | |
|and the Fight Against Jim Crow | | | | |
|Briggs v. Elliott: The Battle for | | | | |
|Educational Equality Begins | | | | |
|The Fight for Civil Rights (GL) | | | | |
|Houston's Legacy: The Continuing | | | | |
|Struggle Against Racial Discrimination| | | | |
|(GL) | | | | |
|Plessy v. Ferguson: Background | | | | |
|Plessy and the Era of Jim Crow (GL) | | | | |
|"Separate but Equal" (GL) | | | | |
|Gaines v. Missouri (GL) | | | | |
|Murray v. Maryland (GL) | | | | |
|Start of the NAACP Legal Defense Fund | | | | |
| Final Groundwork: Fighting | | | | |
|Segregation in Graduate Schools | | | | |
|The Man Who Would Kill Jim Crow | | | | |
|The Strange Case of the Chinese | | | | |
|Laundry | | | | |
|Turning Points: Due Process Protection| | | | |
| | | | | |
|Images: | | | | |
|The Supreme Court Building in | | | | |
|Washington. | | | | |
|Thurgood Marshall argued the Brown | | | | |
|case. | | | | |
|University students burn desegregation| | | | |
|literature. | | | | |
|Demonstrations forced local districts | | | | |
|to comply. | | | | |
|Walter White (1893-1955). | | | | |
|James Weldon Johnson (1871-1938). | | | | |
|Thurgood Marshall argued the Brown | | | | |
|case. | | | | |
|W.E.B. Du Bois (1868-1963). | | | | |
| | | | | |
|Articles: | | | | |
|National Association for the | | | | |
|Advancement of Colored People | | | | |
|White, Walter Francis | | | | |
|Du Bois, W(illiam) E(dward) | | | | |
|B(urghardt) | | | | |
| | | | | |
|Audio: | | | | |
|Reconstruction: A Changed Nation | | | | |
|African American History: Laws & | | | | |
|Lynchings | | | | |
| Harry S. Truman: Address before the | | | | |
|NAACP (June 29, 1947) | | | | |
| | | | | |
|Writing Prompt: | | | | |
|21st Century Study Groups | | | | |
|Discovery Education Resources | | | | |
|Videos: | | | | |
|Brown vs. Board of Education | | | | |
|The NAACP and The Birth of a Nation | | | | |
|Plessy vs. Ferguson and Declaring | | | | |
|"Separate but Equal" | | | | |
|Writing Prompts: | | | | |
|Famous Quotes: W.E.B. Dubois | | | | |
|[Analysis][ELA,SS][9-12] | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 7.1 | | | |given course will agree to administer |
|Explain the civil rights movement of |Concepts |Explain |Identify the issues at stake in the various protests and | |
|the 1960’s and 1970’s by describing |Civil Disobedience |Describe |events. | |
|the ideas and actions of federal and |Sit-in |Civil Rights Movement | | |
|state leaders, grassroots movements, |Black Power |Ideas |State the goals and actions taken by Rev. Dr. Martin | |
|and central organizations that were | |Ideology |Luther King and Malcolm X. | |
|active in the movement. |People/Places/Ideas |Grassroots Movement | | |
| |Events/Things | |Analyze the reasons for a change of ideology with SNCC. | |
|Videos: |Rev. Dr. Martin Luther King | | | |
|Interview with Representative John |Malcolm X | |Describe the attitudes and actions of White Southern | |
|Lewis (GL) |Stokley Carmichael | |leaders when faced with demands for racial equality. | |
|The Dark Lens |Medgar Evers | | | |
|The Fight for Civil Rights (GL) |NAACP | |Explain the reason why the Federal government took action| |
|Milestones of the Civil Rights |SCLC | |to combat attempts of White Southern leaders to stop | |
|Movement (GL) |CORE | |desegration. | |
|The Civil Rights Movement (GL) |SNCC | | | |
|Justice Delayed |American Indian Movement | |Analyze the relationship between Civil Right leaders | |
|Elements of a Social Movement |John F. Kennedy | |(King, Malcolm X and others) and officials of the | |
|The Road From Brown (GL) |Robert F. Kennedy | |Kennedy, Johnson, Nixon, Ford, and Carter | |
|The Civil Rights Movement: The Role of|Lyndon B. Johnson | |administrations. | |
|Youth in the Struggle (GL) |Earl Warren | | | |
|The Urban League, the NAACP, and the |George Wallace | | | |
|Black Muslims (GL) |March on Washington | | | |
|Vernon Dahmer (GL) |U of Miss. Desegregation | | | |
|Medgar Evers(GL) |Birmingham Protest | | | |
|Teacher's Salary Cases (GL) |Selma Protests | | | |
|Stories of the Civil Rights Movement |Black Panthers | | | |
| (GL) | | | | |
|Remembering a Dream (King & Civil | | | | |
|Rights Part 1) (GL) | | | | |
|Trial (GL) | | | | |
|Martin Luther King, Jr. Joins the | | | | |
|Memphis Sanitation Workers (Speeches | | | | |
|from Dr. King and activists) | | | | |
|I Am a Man: The Sanitation Workers' | | | | |
|Strike Becomes a Movement(GL—Dr. | | | | |
|King’s speech to the sanitation | | | | |
|workers) | | | | |
|Martin Luther King, Jr.'s Last Days | | | | |
| (GL—Dr. King’s final speech “I’ve | | | | |
|Been to the Mountaintop”) | | | | |
|Justice for the Memphis Sanitation | | | | |
|Workers (GL) | | | | |
|The Formation of a Separate State(GL) | | | | |
|Personal and Societal Relationships | | | | |
|with the White Community(GL) | | | | |
|Society Disrupted | | | | |
|Rough Years in Harlem: Malcolm's Life | | | | |
|of Crime and Discovery of the Nation | | | | |
|of Islam(GL) | | | | |
| The Controversy of Black Nationalist| | | | |
|Groups: Malcolm X Becomes a Leader of | | | | |
|the Nation of Islam (GL) | | | | |
|Malcolm X Becomes Alienated from the | | | | |
|Nation of Islam (GL) | | | | |
|The Assassination and Legacy of | | | | |
|Malcolm X (GL) | | | | |
|Malcolm Becomes an Orthodox Muslim and| | | | |
|Renounces His Hatred of White People | | | | |
| (GL) | | | | |
|Medgar Evers(GL) | | | | |
|1957: The Southern Christian | | | | |
|Leadership Conference: Non-Violent | | | | |
|Resistance | | | | |
|Civil Rights Martyrs (GL) | | | | |
|Meridian, Mississippi | | | | |
|Strikes, Protests, and Anti-Government| | | | |
|Demonstrations (GL) | | | | |
|African Americans Exercise the Right | | | | |
|to Vote (GL) | | | | |
|Civil Rights & Native Americans | | | | |
|Political Backlash (GL) | | | | |
|Selma March to Montgomery | | | | |
|March to Freedom | | | | |
|1968: The Pivotal Year | | | | |
|Raid on Black Panther Headquarters | | | | |
|Birmingham, AL, 1963: Children Jailed,| | | | |
|Protests and Police Brutality: JFK | | | | |
|Pushes Civil Rights Act Through | | | | |
|Congress | | | | |
|Images: | | | | |
|Cover of the First Issue of "The | | | | |
|Crisis" | | | | |
|Malcolm X at a Harlem Civil Rights | | | | |
|Rally | | | | |
|Black and White Buttons | | | | |
|Medgar Evers and James H. Meredith at | | | | |
|Press Conference | | | | |
|Protesters in Front Of Woolworth in | | | | |
|Harlem | | | | |
|Freedom Riders Near Burning Bus | | | | |
|Writer and Activist Marian Wright | | | | |
|Edelman | | | | |
|Poet and American Indian Movement | | | | |
|Leader John Trudell | | | | |
|Governor George C. Wallace (b. 1919). | | | | |
|Eldridge Cleaver, Black Panther | | | | |
|leader. | | | | |
|The Black Panthers March in New York | | | | |
|Segregation Protest March | | | | |
|Segregation Protesters at Jail | | | | |
| | | | | |
|Articles: | | | | |
|Evers, Medgar | | | | |
|Congress of Racial Equality (CORE) | | | | |
| | | | | |
|Student Nonviolent Coordinating | | | | |
|Committee | | | | |
|Wallace, George Corley | | | | |
|Black Panther Party | | | | |
| | | | | |
| | | | | |
|Audio: | | | | |
|Staying One Nation: The Civil Rights | | | | |
|Movement | | | | |
|President Kennedy, Civil Rights | | | | |
|Address June 15, 1963 (Audio Only) | | | | |
| | | | | |
| | | | | |
|Writing Prompt: | | | | |
|Determination | | | | |
| | | | | |
|Making Sacrifices | | | | |
|Discovery Education Resources | | | | |
|Videos: | | | | |
|John F. Kennedy's Assassination | | | | |
|Bloody Sunday in Selma, Alabama | | | | |
|New Voting Legislation | | | | |
|Malcolm X | | | | |
|Black Power and the Black Panthers | | | | |
|Martin Luther King is Assassinated | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 7.5 | | | |given course will agree to administer |
|Identify and describe United States |Concepts |Foreign Policy |Analyze the effect of the discovery of Soviet medium | |
|foreign policy issues during the |Containment |Diplomacy |range nuclear missiles in Cuba on American National | |
|1960’s and 1970’s. |Proxy War |Anti-war Sentiment |Defense Policy. | |
| |Protection from Nuclear Attack |Military Build Up | | |
|Videos: |Mutually Assured Destruction |Escalation |Identify reasons for South Vietnam’s President Diem’s | |
|Overview of 1961 |Nuclear War | |unpopularity with the South Vietnamese people. | |
|Nixon and Kennedy (GL) |Military Advisors (Kennedy and Vietnam)| | | |
|Kennedy in Europe: Berlin Wall and the|Roman Catholic/Buddhist Conflict | |Describe the purpose for the creation of OPEC by the Arab| |
|Cold War (GL) | | |oil producing countries. | |
|Causes of the War |People/Places/Ideas | | | |
|The Cuban Revolution (1959) |Events/Things | |Describe Congress’ response to an a supposed attack on an| |
|The Cuban Missile Crisis (GL) |Cuban Missile Crisis | |American destroyer in the Gulf of Tonkin. | |
|Cuban Missile Crisis |Vietnam War | | | |
|A Legacy of Mistrust (GL) |Seven Days War | |Compose a short summary explaining why LBJ went from a | |
|Controversies of the 1960s: Espionage |OPEC Oil Embargo | |highly successful election victory in 1964 to declaring | |
|and the Berlin Wall (GL) |Gulf of Tonkin Resolution | |he would not run for re-election in 1968. | |
|We Are All Mortal (GL) |President Diem | | | |
|Nikita Kruschev and the Rise of the |Walter Cronkite | | | |
|Berlin Wall |Relations with Newly Independent | | | |
|Berlin Wall Seals Iron Curtain |African Nations | | | |
|The Vietnam War (GL) |Relations with China | | | |
|Nuclear War and Technology (GL) | | | | |
|President on Vietnam:Offers Peace | | | | |
|Talks, Proposes Aid Program (GL) | | | | |
|Nixon Addresses the Nation on His | | | | |
|Vietnam Policy (GL) | | | | |
|Showdown: The Cuban Missile Crisis | | | | |
|(GL) | | | | |
|A Changed Man: Kennedy's First | | | | |
|Encounter with Khrushchev (GL) | | | | |
|Cuba and Operation Mongoose (GL) | | | | |
|Viet Victories: Twin Offensives Rock | | | | |
|Vietcong (GL) | | | | |
|Invasion Scare: Castro Masses Troops, | | | | |
|Claims U.S. "Aggression" | | | | |
|JFK Pledges Help to Those Suffering | | | | |
|Under Communism | | | | |
|Berlin Escape: Easterner Scales | | | | |
|Cemetery Wall | | | | |
|More Troops Arrive: 101st Airborne | | | | |
|Lands in Vietnam | | | | |
|The Fall of South Vietnamese President| | | | |
|Diem | | | | |
|Vietnam Today: Politically Communist | | | | |
|and Economically Capitalist (GL) | | | | |
|Fidel Castro, John F. Kennedy, and the| | | | |
|Cuban Missile Crisis | | | | |
|John F. Kennedy Addresses Fears of | | | | |
|Communist Espionage (GL) | | | | |
|Bombing Resumes in Vietnam | | | | |
|OPEC Agreements (GL) | | | | |
|Gulf of Tonkin (GL) | | | | |
|South Vietnam Troops Counter Rebel | | | | |
|Attacks | | | | |
|The War Spins Out of Control: Tet and | | | | |
|Walter Cronkite | | | | |
|The Vietnam War | | | | |
|Introduction: The Foreign | | | | |
|Correspondent | | | | |
|Television and the War: Morley Safer | | | | |
|at Cam Ne | | | | |
|Images: | | | | |
|Fidel Castro (b. 1926). | | | | |
|Checkpoint Charlie, West Berlin, 1966.| | | | |
|Khruschev and Kennedy, 1961. | | | | |
|A Soviet missile base in Cuba. | | | | |
|A graphic map of world oil reserves. | | | | |
|Lyndon B. Johnson. | | | | |
|Articles: | | | | |
|Organization of Petroleum Exporting | | | | |
|Countries | | | | |
|Audio: | | | | |
|Cuban Missile Crisis October 22, 1962 | | | | |
|(Audio Only) | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 7.6 | | | |given course will agree to administer |
|Explain and analyze changing relations|Concepts |International Relations |Describe the Allied (United Kingdom, France, United | |
|between the United States and the |Mutually Assured Destruction |USSR |States) response to Stalin’s blocking off all rail | |
|Soviet Union from 1960 to 1980 as |Nuclear Stalemate |Conflict |traffic to and from West Berlin. | |
|demonstrated by the Cuban Missile |Intelligence Gathering |Cooperation |Explain how the success of the Berlin Air Lift forced | |
|Crisis, the Crisis in Berlin, the U-2 |Math and Science Gap |Nuclear Stalemate |Stalin to reopen the rail line to Berlin. | |
|incident, the Space Race, and the SALT|Arms Limitations |Nuclear Overkill | | |
|agreements. |Space Race | |Evaluate the American Government’s response to the | |
| |Communism | |discovery of Soviet Missiles in Cuba. | |
|Videos: |Capitalism | |Analyze how the United States and the Soviet Union | |
|A Historic Event: The Signing of the | | |perceived each other in military and ideological terms | |
|Atomic Test Ban Treaty (1963) |People/Places/Ideas | |after the Cuban Missile Crisis. | |
|U.S.-Cuba Relations After the Missile |Events/Things | | | |
|Crisis (GL) |Berlin Air Lift | |Describe the role of military intelligence in determining| |
|A Possibility of Friendship (A Secret |U-2 Spy Plane | |US military and diplomatic national security policies. | |
|Truce: Kennedy and Castro Part Two) |U-2 Incident | |Analyze the impact of the Soviets’ successful launch of | |
|(GL) |Francis Gary Powers | |Sputnik and the American response. | |
|As World Watched: Spaceman Hailed |Spy Exchange | |Explain how the Space Race became a symbolic and | |
|after U.S. Triumph |Open Admission of Spying | |technological battle between the Communist System of the | |
|Ich Bin Ein Berliner (GL) |Sputnik | |USSR and the Capitalist System of the United States. | |
|The First Woman in Space (GL) |Strategic Arms Limitations Treaty | | | |
|Space Triumph: Discoverer Capsule |(SALT) | |Explain how the Soviet’s successful bringing down of | |
|Recovered from Orbit |NASA | |Francis Gary Power’s U-2 spy plane changed the practices | |
|Alan Shepard's Freedom 7 Rocket Flight|First Man on the Moon | |of American spying on the Soviet Union. | |
| (GL) |ICBM | | | |
|Astronaut Gus Grissom's Role in the |ABM | | | |
|Space Race (GL) |SLBM | | | |
|The First Man in Earth Orbit: John | | | | |
|Glenn and the Atlas (GL) | | | | |
|The Space Race: America and the Soviet| | | | |
|Union Compete to Send a Man Into Space| | | | |
|(GL) | | | | |
|The U-2 Spy Plane Incident (GL) | | | | |
|The Spy Exchange (GL) | | | | |
|Soviet Advancements in Science, Space,| | | | |
|and Technology (GL) | | | | |
|Political Dilemma (GL) | | | | |
|Project Mercury Begins | | | | |
|The Space Race: America and the Soviet| | | | |
|Union Compete to Send a Man Into Space| | | | |
|First American Satellite Launched | | | | |
|The Space Race: Kennedy is Elected | | | | |
|Apollo 13 Explosion: NASA's Shining | | | | |
|Moment | | | | |
|NASA Formed and the Race to the Moon | | | | |
| | | | | |
|Apollo 17: Final Lunar Mission | | | | |
|Early Astronaut Training | | | | |
|Training for the Moon Landing | | | | |
|Landing Safely | | | | |
|Moon Landing | | | | |
|Touching Down | | | | |
|U.S./Soviet Relations: Missile | | | | |
|Agreement | | | | |
|Images: | | | | |
|Sputnik I Satellite | | | | |
|Poster Celebrating Sputnik | | | | |
|Triumphant Nixon after SALT I meeting | | | | |
|in Moscow. | | | | |
|Nixon's Air Force One arrives in | | | | |
|Peking, 1972. | | | | |
|A Chinese satellite- and ICBM-tracking| | | | |
|ship. | | | | |
|Space program's success owed to | | | | |
|Wernher von Braun. | | | | |
| | | | | |
|Articles: | | | | |
|National Aeronautics and Space | | | | |
|Administration | | | | |
|Armstrong, Neil Alden | | | | |
| | | | | |
|Strategic Arms Limitation Talks | | | | |
|Strategic Defense Initiative | | | | |
|Guided Missiles | | | | |
| | | | | |
|Audio: | | | | |
|The Solar System: Introduction to | | | | |
|Space Exploration | | | | |
|Writing Prompt: | | | | |
|Career | | | | |
| | | | | |
|Civilian Space Travel | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 8.2 | | | |given course will agree to administer |
|Identify and describe important United |Concepts |Foreign Policy Issues |Identify foreign policy issues (e.g. containment of | |
|States foreign policy issues, the |Retaliatory Air Strikes |Diplomacy |Communism, protecting American geopolitical interests, | |
|people involved, and the impact on the |Military Invasion |Military Intervention |protecting American allies around the world, protecting | |
|country. |Nuclear Arms Proliferation |Proliferation |strategic assets around the world, maintaining American | |
| |Oil Diplomacy | |military superiority, nuclear proliferation, weapons of | |
| |Weapons of Mass Destruction | |mass destruction, biological warfare). | |
|Videos: | | | | |
|The American Superpower in the 1990s |People/Places/Ideas | |Describe the impact of the collapse of the Soviet Union | |
|(GL) |Events/Things | |on the conduct of international affairs in the 1990’s. | |
|The Start of the Reagan Era (GL) |Afghanistan | | | |
|Ronald Reagan Works on the Soviet |Soviet Invasion of Afghanistan | |Analyze reasons for continuing unrest in the Middle East | |
|Problem |Iran Hostage Crisis | |(Arab-Israeli conflicts, Civil War in the Lebanon, | |
|Ronald Reagan Opens Communication With |Election of Ronald Reagan | |Israeli policy of preventive and retaliatory military | |
|Mikhail Gorbachev (GL) |Gorbachev | |strikes). | |
|Clinton and the New World Order: |End of the Cold War | | | |
|Failures and Successes (GL) |Fall of the Berlin Wall | |Identify reasons for Arab and Palestinian | |
|The New World Order Means More Freedom |Solidarity (Poland) | |anti-Americanism based on perceptions of American policy | |
|and Less Stability (GL) |Collapse of the USSR | |in the region. | |
|December 3, 1989 |Iraq | | | |
|Reagan and the USSR (GL) |Iraqi Invasion of Kuwait | |Evaluate the role that national security issues play in | |
|Address to the Nation on the Soviet |Coalition of the Willing | |American politics and American elections. | |
|Attack on a Korean Civilian Airliner: |Gulf War I | | | |
|September 5, 1983 |George H.W. Bush | |Evaluate the American government’s treatment of Arab | |
|New Soviet Premier and Disarmament |No Fly Zone | |Americans following the 9/11 attack. | |
|Talks (GL) |Saddam Hussein | | | |
|The Cold Warrior (GL) |Israeli-Palestinian Conflict | |Describe the international reaction to the United States | |
|Address to the Nation on the Iran Arms |9/11 Attack | |“detention” of suspected Islamic terrorists without trial| |
|and Contra Aid Controversy |Taliban | |in Cuba. | |
|Address to the Nation on the Iran Arms |Osama bin Laden | | | |
|and Contra Aid Controversy: March 4, |American Invasion of Afghanistan | | | |
|1987 |Gulf War II | | | |
|Address to the Nation on Events in |George W. Bush | | | |
|Lebanon and Grenada: October 27, 1983 | | | | |
| | | | | |
|The Wall Opens: East Germans Visit West| | | | |
|After Three Years | | | | |
|Mikhail Gorbachev and the Collapse of | | | | |
|the Soviet Union | | | | |
|Leonid Brezhnev and the Return to a | | | | |
|Nationalist Program | | | | |
|November 9, 1989 | | | | |
|The Break Up of the Soviet Union | | | | |
|Presidential Legacies: Eisenhower, | | | | |
|Johnson, Nixon, and Reagan (GL) | | | | |
|Crisis Within the USSR (GL) | | | | |
| | | | | |
|Relations Between the US and USSR (GL) | | | | |
|US Involvement in Central America (GL) | | | | |
|The First Gulf War: Limited Access to a| | | | |
|Video War (GL) | | | | |
|The Russian Invasion of Afghanistan | | | | |
| (GL) | | | | |
|The Iran Hostage Crisis (GL) | | | | |
|Iran: Hostage Crisis and War with Iraq | | | | |
| (GL) | | | | |
|Developments in the Iran Hostage Crisis| | | | |
| (GL) | | | | |
|The Presidency in Crisis (GL) | | | | |
|America Struggles (GL) | | | | |
|Soldiers in Iraq (GL) | | | | |
|U.S. and Iraq: Transition of Power (GL)| | | | |
| Debating the Invasion of Iraq (GL) | | | | |
|The Controversy over the War in Iraq | | | | |
| (GL) | | | | |
|Conclusion: The Iraq War and the Future| | | | |
|of Islam (GL) | | | | |
|The War Between Iran and Iraq (GL) | | | | |
|Iraq's Chemical Weapons (GL) | | | | |
|War on Terrorism (GL) | | | | |
|George W. Bush's Mission Accomplished | | | | |
|(GL) | | | | |
|Operation Desert Shield (GL) | | | | |
|Persian Gulf War: Battles, Strategies, | | | | |
|and the Reaction at Home (GL) | | | | |
|9/11 Attacks: Who's Responsible? (GL)| | | | |
|No Remorse (GL) | | | | |
|Feelings on the Afghanistan-Pakistan | | | | |
|Border (GL) | | | | |
|Clear for Takeoff (GL) | | | | |
|Documenting and Preserving Evidence | | | | |
|from the September 11th Terrorist | | | | |
|Attack on the World Trade Center (GL) | | | | |
|War on Terrorism (GL) | | | | |
|Bin Laden's Connection to Afghanistan | | | | |
| (GL) | | | | |
|When the Taliban Ruled Afghanistan | | | | |
| (GL) | | | | |
|Challenges for Our Century (GL) | | | | |
|Violence in the Middle East and the | | | | |
|Camp David Accords (GL) | | | | |
|The Assassination of Anwar Sadat (GL) | | | | |
|Background to the Israeli-Palestinian | | | | |
|Conflict (GL) | | | | |
|Quiryat Mal'aki, Israel (GL) | | | | |
|Land for Peace and People on the Land | | | | |
|(GL) | | | | |
| Arab-Israeli Conflict and the Rise of | | | | |
|the PLO (GL) | | | | |
|Solidarity Union in Poland | | | | |
|Lech Walesa and Poland (GL) | | | | |
|Solidarity Uprisings in Poland (GL) | | | | |
|Address to the Nation About the | | | | |
|Situation in Poland; December 23, 1981 | | | | |
|(GL) | | | | |
|Barack Obama: Moving beyond Race (GL) | | | | |
|Opening Remarks: Change Has Come to | | | | |
|America (President Obama/GL) | | | | |
|This Is Our Moment, This Is Our Time | | | | |
| (President Obama/GL) | | | | |
| | | | | |
|Images: | | | | |
|Soldiers in the Gulf War. | | | | |
|An Afghan refugee in Pakistan, 1980. | | | | |
|M-8 armored cars near Teheran. | | | | |
|A Man Walks in the Street After World | | | | |
|Trade Center Disaster | | | | |
|At the signing of the Camp David | | | | |
|Accords. | | | | |
|Anwar Sadat, Jimmy Carter, and Menachem| | | | |
|Begin. | | | | |
|Barack Obama, Forty-Fourth President of| | | | |
|the United States | | | | |
| | | | | |
|Articles: | | | | |
|Third World | | | | |
|Iraq | | | | |
|Persian Gulf Wars | | | | |
|Kurdistan | | | | |
|Kirkuk | | | | |
|Arabia | | | | |
|Kuwait (country) | | | | |
|Syria | | | | |
|Hussein, Saddam | | | | |
|Turkey (country) | | | | |
|TIKRIT | | | | |
|Baghdad or Bagdad | | | | |
|Middle East | | | | |
|Iran | | | | |
|Obama, Barack | | | | |
|Audio: | | | | |
|George H. W. Bush: Address to the | | | | |
|Nation on the Invasion of Iraq (January| | | | |
|16, 1991) | | | | |
|George W. Bush: 9/11/01 Address to the | | | | |
|Nation (September 11, 2001) | | | | |
|Writing Prompt: | | | | |
|Women in the Military | | | | |
|Discovery Education Resources | | | | |
|Videos: | | | | |
|Towers Collapse and Ground Zero | | | | |
|Quest for Survivors | | | | |
|Design of the Memorial | | | | |
|Family Members Reflect on Memorial | | | | |
|Recovery and Clean Up Efforts End Eight| | | | |
|Months Later | | | | |
|Smithsonian Institution: Presidential | | | | |
|Inauguration | | | | |
|The PBS NewsHour: CIA Chief Panetta: | | | | |
|Obama Made 'Gutsy' Decision on Bin | | | | |
|Laden Raid | | | | |
|Writing Prompts: | | | | |
|September 11 [Expository][ELA,SS][9-12]| | | | |
| | | | | |
|INDICATOR |CONTENT/CONCEPT |CRITICAL VOCABULARY |SKILLS |ASSESSMENTS |
| | | | |– only assessments that all teachers in a |
|USH 8.2 | | | |given course will agree to administer |
| (continued) |People/Places/Ideas | | | |
| |Events/Things | | | |
| |Camp David Accords | | | |
| |Iran-Contra Affair | | | |
| |Helsinki Accords | | | |
| |Iran Hostage Crisis | | | |
| |Good Friday Accords | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
24 April – End of Course
Cores standard 10: Foreign Policy Since World War II
Evaluate the United States governments’ responses to past and present foreign policy issues (e.g. terrorism, human rights, refugees, energy supplies and crisis (OPEC), the threat of nuclear weapons, the growth and globalization of Asian economies) and explain the historical background of those issues.
Videos:
Foreign Policy, Terrorism, & September 11
Globalization (GL)
An Introduction to Globalization
Globalization's Impact (GL)
Standing in the Way of Globalization (GL)
Globalization & Acculturation
Ecological Globalization
Trade & Environmental Consequences
Global Economy
Introduction: Connected by Capitalism
International Organizations
Nuclear Weapons and the Peace Movement (GL)
The Final Above-Ground Tests of Nuclear Weapons(GL)
Ford's Foreign Policy (GL)
An Experiment With Death: Testing the Power of Plutonium
|Darfur: Taking Action |
(GL)
What Is Your View of Freedom? (Rusesabagina from Rwanda/GL)
Why Didn't You Leave Rwanda? (Rusesabagina from Rwanda/GL)
Images:
China's first nuclear reactor.
Articles:
Electromagnetic Pulse (EMP)
Nuclear Weapons
Discovery Education Resources
Videos:
A Ten-Year Search
Implications for Foreign Policy and the War on Terror
Namibia
Turkey
Coffee Exporters in Eithiopia
The Economics of Coffee
Starbucks and Its Suppliers
Euro
Organic Food
The Munich Massacre
Core Standard 11: Domestic Policy Since 1980
Give examples of domestic issues facing the Unites States from 1980 to the present. Explain the historical background of those issues and analyze them within a larger global context
Videos:
Interview with Representative Stephanie Tubbs Jones (Freedom/GL)
The Groundbreaking Online Fund-Raising of Howard Dean (GL)
Pressures on Domestic and International Workers (GL)
World Poverty
Cheap Labor Driving the Global Economy (GL)
A Private Meeting: Ronald Reagan and Mikhail Gorbachev Meet to Discuss Nuclear Proliferation (GL)
Challenges for Our Century (GL)
Domestic Economic Policies (GL)
Women's Rights (GL)
2008 Presidential Campaign: Long Road to the White House (GL)
Images:
Coretta Scott King Speaking in Support of Feminism
Pulitzer Prize-Winning Poet Carolyn Kizer
Ginsburg, Ruth Bader
Discovery Education Resources
Videos:
Bubble Burst
Telecommunications and Fiber Optics
2008 Stock Market Crash
The PBS NewsHour: Arrogance, Ignorance Recurring in Economic History
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