Rigorous Curriculum Design



WS/FCS

Unit Planning Organizer

|Subject(s) |Social Studies |Conceptual Lenses |

|Grade/Course |American History 2 |Leadership |

| | |Turning Point |

| | |Change |

| | |Equality |

|Unit of Study |Unit 7: Conflict and Change in the United States (4.1, 4.3, 5.1, 5.2, 6.2, | |

| |7.3, 8.4) | |

|Unit Title |Conflict and Change in the United States 1960-1977 | |

|Pacing |11 days | |

|Unit Overview |

|The seventh unit of American History 2 examines the foreign and domestic issues between 1960 and 1977 through the lenses of Leadership, Turning Points, Change, and|

|Equality. |

| |

|Camelot: The Kennedy Years |

|Although his time in office was short, President Kennedy had a great impact on domestic and foreign policy in the United States. His push to reach a “New Frontier”|

|paved the way for change. This ambitious plan addressed a multitude of reform initiatives including civil rights, education, and welfare. His presidency witnessed |

|some of the most intense moments of the Cold War including the Cuban Missile Crisis. Unfortunately, Kennedy would not see his visions become reality due to his |

|untimely assassination, which left the country in shock and disbelief. |

| |

|Vietnam |

|Under President Johnson’s leadership, the United States involvement into Vietnam escalated. Using the incident from the Gulf of Tonkin, President Johnson was able |

|to get Congress to grant him the ability to increase the use of military forces, including sending more troops, in Vietnam without Congress declaring war. As a |

|result, 500,000 young Americans were sent to fight in Vietnam. As American involvement in Vietnam increased, American sentiment about the United States involvement|

|began to waiver and the trust in the U.S. Government diminished. Feeling the “war” in Vietnam was unjust, demands for an end to the war, particularly among young |

|Americans, swept throughout the country. Feeling the scrutiny of the American public, President Johnson decided to not run for reelection. Richard Nixon succeeded |

|President Johnson in 1969. |

| |

|President Nixon switched strategies in Vietnam hoping to put more of the responsibility of the fighting in the hands of the South Vietnamese, while bringing home |

|American troops. Despite his intent, the “war” in Vietnam continued and American protests of the war became more intense. “The Pentagon Papers” posted in The New |

|York Times did not help the situation. These secret documents provided evidence that over the years those in the White House had lied to the American people about |

|certain facts regarding Vietnam. In the end, the United States pulled out of Vietnam without successfully eliminating the communist threat. |

| |

|Change and Conflict in the Nation |

|From 1960-1970, the inequalities within the country were addressed with programs developed under President Johnson’s “Great Society” and as a result of the Civil |

|Rights Movement. These reforms included many direct intervention programs, like Medicare, changes in immigration and voting, as well as the Civil Rights Act. |

| |

|Watergate |

|Ending America’s involvement in the Vietnam War was not the only obstacle President Nixon faced. By 1973, the American economy had taken a hit and was in a |

|recession. That same year, an oil embargo created by the members of OPEC led to an oil crisis in the country. And in an effort to gain insight into his re-election|

|chances, Nixon supported the break-in to the Democratic Office at the Watergate Hotel. This action led to Nixon becoming the only president to resign. |

| |

| |

|Unit Enduring Understanding(s) |Unit Essential Question(s) |

|Leaders can modify the institutions of government in response to the challenges |How can leaders influence cultural change in a nation? |

|of their times. |How are turning points different from other significant events in a nation’s |

|Turning points are key moments that have multiple causes and result in a |history? |

|significant amount of change. |How can citizens foster change to gain equality? |

|Citizens are able to change cultural norms to gain equality. | |

|Essential State Standards |

|Priority Objectives |Supporting Objectives |

| | |

|AH2.H.4.1 Analyze the political issues and conflicts that impacted the United |AH2.H.4.2 Analyze the economic issues and conflicts that impacted the United |

|States since Reconstruction and the compromises that resulted. |States since Reconstruction and the compromises that resulted. |

| | |

|AH2.H.4.3 Analyze the social and religious |AH2.H.6.1 Explain how national economic and |

|conflicts, movements and reforms that impacted |political interests helped set the direction of United States foreign policy |

|the United States since Reconstruction in terms of participants, strategies, |since Reconstruction. |

|opposition, and results. | |

| |USH2.H.7.1 Explain the impact of wars on |

|AH2.H.5.1 Summarize how the philosophical, ideological and/or religious views on |American politics since Reconstruction. |

|freedom and equality contributed to the development of American political and | |

|economic systems since Reconstruction. |AH2.H.8.3 Evaluate the extent to which a |

| |variety of groups and individuals have had |

|AH2.H.5.2 Explain how judicial, legislative and executive actions have affected |opportunity to attain their perception of the |

|the distribution of power between levels of government since Reconstruction. |“American Dream” since Reconstruction. |

| | |

|AH2.H.6.2 Explain the reasons for United States involvement in global wars and the| |

|influence each involvement had on international affairs. | |

| | |

|AH2.H.7.3 Explain the impact of wars on | |

|American society and culture since | |

|Reconstruction. | |

| | |

|AH2.H.8.4 Analyze multiple perceptions of the | |

|“American Dream” in times of prosperity and | |

|crisis since Reconstruction. | |

| | |

|*Standards 1 (historical thinking) and 2 (turning points) are included in every | |

|unit. | |

|“Unpacked” Concepts |“Unpacked” Skills |COGNITION |

|(students need to know) |(students need to be able to do) |(RBT Level) |

| | | |

|AH2.H.4.1 |AH2.H.4.1 |AH2.H.4.1 |

|the political issues and conflicts that impacted the |Analyze (impact) |Analyzing |

|United States since Reconstruction and the compromises | | |

|that resulted | | |

| | | |

|AH2.H.4.3 | | |

|social and religious | | |

|conflicts, movements and |AH2.H.4.3 |AH2.H.4.3 |

|reforms that impacted |Analyze (impact) |Analyzing |

|the United States since | | |

|Reconstruction in terms of | | |

|participants, strategies, | | |

|opposition, and results | | |

| | | |

|AH2.H.5.1 | | |

|the philosophical, ideological and/or religious views on | | |

|freedom and equality contributed to the development of |AH2.H.5.1 |AH2.H.5.1 |

|American political and economic systems since |Summarize (contribution) |Understanding |

|Reconstruction | | |

| | | |

|AH2.H.5.2 | | |

|judicial, legislative and executive actions have affected | | |

|the distribution of power between levels of government | | |

|since Reconstruction | | |

| |AH2.H.5.2 |AH2.H.5.2 |

|AH2.H.6.2 |Explain (affect) |Understanding |

|reasons for United States involvement in global wars and | | |

|the influence each involvement had on international | | |

|affairs | | |

| | | |

|AH2.H.7.3 | | |

|impact of wars on | | |

|American society and culture |AH2.H.6.2 |AH2.H.6.2 |

| |Explain (reasons and influence) |Understanding |

|AH2.H.8.4 | | |

|multiple perceptions of the “American Dream” in times of | | |

|prosperity and crisis since Reconstruction | | |

| | | |

| |AH2.H.7.3 | |

| |Explain (impact) |AH2.H.7.3 |

| | |Understanding |

| | | |

| | | |

| |AH2.H.8.4 | |

| |Analyze (perceptions) |AH2.H.8.4 |

| | |Analyzing |

| | |Suggested Lesson Essential | | |

|Standard(s) |Unit “Chunking” & Enduring |Questions |Possible Factual Content |Example(s) From Unpacked |

| |Understandings | |(Bold Found in Standards) |Standard |

| | | | | |

|AH2.H.4.1 |Camelot: The Kennedy Years | | |How national political |

| | | | |leaders have expressed their |

|Analyze the political issues | | | |perceptions of the “American |

|and conflicts that impacted | | | |Dream” during times of |

|the United States since | | |Kennedy’s New Frontier |prosperity or crisis. |

|Reconstruction and the |New leadership can |How did President Kennedy’s |- continuation of relief, | |

|compromises that resulted. |strengthen a nation’s |New Frontier address the |recovery, and reform |How and to what extent |

| |identity. |“American Dream”? |- space race |domestic programs proposed by|

| | | |- inaugural address |Democratic presidents after |

|AH2.H.6.2 | | |Kennedy’s Foreign Policies |Franklin Roosevelt extended |

| | | |- Cold War and |the relief, recovery and |

|Explain the reasons for United| | |containment |reform efforts of the New |

|States involvement in global | | |* flexible response |Deal. |

|wars and the influence each | | |- advancement of | |

|involvement had on | |Why were the Cold War events |democracy |How, why and to what extent |

|international affairs. | |of President Kennedy’s |- increase intelligence |the Cold War and the policy |

| |Historical turning points |administration and President |services |of flexible response |

| |can be a result of |Kennedy’s assassination a |- Bay of Pigs Invasion |influenced the Kennedy |

|AH2.H.7.3 Explain the impact |international events and |turning point in American |* Fidel Castro |administration’s involvement |

|of wars on |political assassinations. |History? |- Cuban Missile Crisis |in international affairs. |

|American society and culture | | |- Berlin Wall | |

|since | | |- Limited Test Ban |How the assassination of |

|Reconstruction. | | |Treaty |President John Kennedy and |

| | | |* hot line |the transition of power to a |

| | | |- Peace Corps |new president impacted |

| | | |- Alliance for Progress |American society and the |

| | | |Kennedy’s Assassination |political fortunes of a |

| | | |- transition of power |nation. |

| | | |- impact society and | |

|AH2.H.8.4 Analyze multiple | | |politics | |

|perceptions of the | | |- Warren Commission | |

|“American Dream” in times of | | | | |

|prosperity and | | | | |

|crisis since Reconstruction. | | | | |

| | | | | |

|AH2.H.5.2 |Vietnam | |Johnson and Vietnam War |How and why United States |

| | | |- escalation |involvement in the Vietnam |

|Explain how judicial, | | |- Cold War and |War influenced the presidency|

|legislative and executive | | |Containment |of Lyndon Johnson and his |

|actions have affected the | | |- advancement of |relationship with the United |

|distribution of power between | | |democracy |States Congress. |

|levels of government since | |How did America’s involvement|- increase intelligence | |

|Reconstruction. | |in the Vietnam War influence |services |How the escalation and loss |

| |Leaders are often granted |the relationship between |- President Johnson |of the Vietnam War affected |

| |more power during a time of |President Johnson and |and relationship with |United States international |

|AH2.H.6.2 |war. |Congress? |Congress |relations during and since |

| | | |- Ho Chi Minh |the Cold War. |

|Explain the reasons for United| | |- Vietcong |_____________ |

|States involvement in global | | |- Ho Chi Minh Trail | |

|wars and the influence each | | |- Gulf of Tonkin |How and why student and youth|

|involvement had on | | |Resolution |led movements formed to |

|international affairs. | | |- napalm |protest United States |

| | | |- Agent Orange |involvement in the Vietnam |

| | |_____________ |- Tet Offensive |War and to what extent the |

|AH2.H.7.3 Explain the impact | | | |movements impacted the |

|of wars on | | | |nation’s politics and war |

|American society and culture |_____________ | |___________________ |efforts. |

|since | | | | |

|Reconstruction. | |How did the anti-war protests|Anti-War Protests |How American literature, the |

| | |impact policies and war |- student and youth |arts, music and pop culture |

| | |efforts of the United States?|led |reflected the fear, anxiety |

| |Controversy surrounding war | |- impact politics and |and dissent of the United |

| |can impact politics and the | |war |States involvement in war. |

| |war effort. | |- counterculture |___________ |

| | | |- music, art, literature, | |

| | | |pop culture |How the escalation and loss |

| | | |- draft |of the Vietnam War affected |

| | | |- Students for a |United States international |

| | | |Democratic Society |relations during and since |

| | | |- Free Speech |the Cold War. |

| | | |Movement | |

| | | |- doves and hawks |How the foreign policy |

| | | |- Kent State shootings |initiative of “détente” |

| | | | |guided the international |

| | | | |affairs of the Nixon |

| | | | |administration during the |

| | | | |Cold War. |

| | | | | |

| | |_____________ | | |

| | | | | |

| | | | | |

| | | | | |

| |_____________ | | | |

| | | | | |

| | | |___________________ | |

| | | | | |

| | |How did the outcome of the |Policies Nixon and | |

| | |Vietnam War influence |Foreign Policy | |

| | |President Nixon’s foreign |- Cold War and | |

| | |policy? |containment | |

| |A nation’s failure at war | |- advancement of | |

| |can result in a change in | |democracy | |

| |foreign policy. | |- increase intelligence | |

| | | |services | |

| | | |- Vietnam | |

| | | |* impact President | |

| | | |policies | |

| | | |* My Lai | |

| | | |* loss | |

| | | |~ Vietnamization | |

| | | |~ “Peace with | |

| | | |Honor” | |

| | | |- “détente” | |

| | | |- SALT | |

| | | |- Cambodia | |

| | | |- Pentagon Papers | |

| | | |- War Powers Act | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |Change and Conflict in the | | |How and why President Lyndon |

|AH2.H.4.1 |Nation | | |Johnson addressed issues of |

| | | | |social and racial injustice |

|Analyze the political issues | | | |through direct government |

|and conflicts that impacted | | | |intervention and the programs|

|the United States since | | | |of the Great Society; and the|

|Reconstruction and the | | |Johnson’s Great Society |effects of such intervention |

|compromises that resulted. | | |- continuation of relief, |on American politics and |

| | | |recovery, and reform |economics. |

|AH2.H.4.3 | |How did executive legislative|- “War on Poverty” | |

| |Government decisions can |and judicial decisions of the|* direct intervention |How the executive, |

|Analyze the social and |result in a change in the |Federal government impact the|* programs |legislative and judicial |

|religious |economic and social standing|direction and outcome of |~ Economic |decisions of the federal |

|conflicts, movements and |of its citizens. |racial, social and economic |Opportunity Act |government impacted the |

|reforms that impacted | |issues? |~ Medicare |direction and outcome of the |

|the United States since | | |~ Medicaid |African American civil rights|

|Reconstruction in terms of | | |- 1964 election |movement. |

|participants, strategies, | | |- Immigration Act of | |

|opposition, and results. | | |1965 | |

| | | |- Chief Justice Earl | |

| | | |Warren | |

|AH2.H.5.1 | | |* rights of criminally | |

| | | |accused | |

|Summarize how the | | |~ Miranda v. | |

|philosophical, ideological | | |Arizona | |

|and/or religious views on | | |* reapportionment | |

|freedom and equality | |_____________ |- federal and state | |

|contributed to the development| | |government | |

|of American political and | | | | |

|economic systems since |_____________ | | | |

|Reconstruction. | | | | |

| | |How did women and young | | |

| | |people influence the |___________________ | |

| | |direction and outcome of the | | |

|AH2.H.5.2 | |African American Civil Rights|African American Civil Rights Movement | |

| | |movement? |- executive, legislative, | |

|Explain how judicial, |Changes in equality can be | |judicial decisions | |

|legislative and executive |influenced by women and | |* Civil Rights Act of | |

|actions have affected the |children. | |1964 | |

|distribution of power between | | |* Voting Rights Act | |

|levels of government since | |Why were there different |of 1965 | |

|Reconstruction. | |views on how to achieve |* Civil Rights Act of | |

| | |greater freedom and equality |1968 | |

| | |for African Americans? |* Swann v. Charlotte- | |

|AH2.H.8.4 Analyze multiple | | |Mecklenburg | |

|perceptions of the | | |* 14th Amendment | |

|“American Dream” in times of |Leaders may utilize | |* state’s rights | |

|prosperity and |different approaches to | |Debates | |

|crisis since Reconstruction. |attain equality. | |* affirmative action | |

| | | |- people/groups | |

| | | |* Martin Luther King | |

| | | |Jr. | |

| | | |* Malcom X | |

| | | |* Nation of Islam | |

| | | |* SNCC | |

| | | |~ Ella Baker | |

| | | |~ Freedom Summer | |

| | | |* CORE | |

| | | |* Greensboro Sit-Ins | |

| | | |~ Greensboro Four | |

| | | |* Freedom Riders | |

| | | |* James Meredith | |

| | |_____________ |* Birmingham | |

| | | |Campaign | |

| | | |* Black Panther | |

| | | |Party | |

| | | |* different strategies | |

| | | |- black power | |

| | |How successful were other |movement | |

| | |minorities groups in gaining |* Stokely Carmichael | |

| |_____________ |equality in their civil |- impact political and | |

| | |rights movements? |economic systems | |

| | | |- freedom and equality | |

| | | |- Alice Walker | |

| | | |- Shirley Chisholm | |

| | | |____________________ | |

| | | | | |

| |Minorities have varying | |Other Civil Rights Movements | |

| |degrees of success at | |- influence from | |

| |attaining equality. | |African American | |

| | | |movement | |

| | | |- freedom and equality | |

|______________ | | |- feminist movement | |

| | | |* 19th Amendment | |

|AH2.H.4.1 | | |* expanded roles | |

| | | |* Betty Friedan and | |

|Analyze the political issues | | |The Feminine | |

|and conflicts that impacted | | |Mystique | |

|the United States since | | |* NOW | |

|Reconstruction and the | | |* Gloria Steinem | |

|compromises that resulted. | |_____________ |* Equal Rights | |

| | | |Amendment | |

| | | |* Roe v. Wade | |

|AH2.H.5.2 | | |* Phyllis Schlafly | |

| | | |- Chicano Movement | |

|Explain how judicial, | | |* United Farm | |

|legislative and executive | | |Workers Organizing | |

|actions have affected the | | |Committee | |

|distribution of power between | | |* Cesar Chavez | |

|levels of government since | | |- American Indian | |

|Reconstruction. |_____________ | |Movement | |

| | | |- counterculture | |

| |Watergate | |* music | |

| | |How was the Watergate scandal|* hippies | |

| | |a turning point in American |* Haight-Ashbury | |

| | |History? |* Woodstock | |

| | | |____________________ | |

| | | | | |

| | | |1968 | |

| | | |- assassinations | |

| | | |* MKL | |

| | | |* RFK | |

| | | |- Democratic National | |

| |Political scandals can be a | |Convention | |

| |turning point in a nation’s | |- Election | |

| |history. | |* influence politics | |

| | | |and society | |

| | | |Nixon Domestic Issues | |

| | | |- New Federalism | |

| | | |- Family Assistance | |

| | | |Plan | |

| | | |- New South | |

| | | |- increase oil prices | |

| | | |* OPEC | |

| | | |- “stagflation” | |

| | | |- economic recession | |

| | | |Nixon and Watergate | |

| | | |- burglary | |

| | | |* Committee to | |

| | | |Reelect the | |

| | | |President | |

| | | |- cover up | |

| | | |- Congressional | |

| | | |Investigation | |

| | | |- power between | |

| | | |branches of | |

| | | |government | |

| | | |- resignation | |

| | | |- scandal impact | |

| | | |President Ford | |

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| | | | |How women and young people |

| | | | |influenced the direction and |

| | | | |outcome of specific events |

| | | | |within the African American |

| | | | |civil rights movement. |

| | | | | |

| | | | | |

| | | | |How and why the African |

| | | | |American civil rights |

| | | | |movement developed over the |

| | | | |20th century and how it |

| | | | |impacted the onset of other |

| | | | |civil rights movements as |

| | | | |well as American political |

| | | | |and economic systems. |

| | | | | |

| | | | |How African American civil |

| | | | |rights leaders of the 20th |

| | | | |Century differed on how to |

| | | | |best achieve greater freedom |

| | | | |and equality. |

| | | | | |

| | | | | |

| | | | | |

| | | | |_____________ |

| | | | | |

| | | | |How the African-American |

| | | | |civil rights movement |

| | | | |influenced the development of|

| | | | |other civil rights movements |

| | | | |during the 20th Century. |

| | | | | |

| | | | | |

| | | | |How women’s rights activists |

| | | | |adopted a new feminism to |

| | | | |challenge the cult of |

| | | | |domesticity of the 1950s. |

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| | | | | |

| | | | |_____________ |

| | | | | |

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| | | | | |

| | | | |How and why the Watergate |

| | | | |burglary led to a cover up by|

| | | | |President Richard Nixon and |

| | | | |his staff, a Congressional |

| | | | |investigation, and the first |

| | | | |resignation of a United |

| | | | |States president. |

| | | | | |

| | | | |How the Watergate scandal |

| | | | |tested the balance of power |

| | | | |between President Richard |

| | | | |Nixon, the United States |

| | | | |Congress and the United |

| | | | |States Supreme Court. |

|HISTORY |

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|Historical Thinking and Geography Skill Resources |

|○ “Straight Ahead” □“Uphill” ∆“Mountainous” |

|Historical Thinking |Geography Skills |

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|General Unit Resources |

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|○ “Straight Ahead” □“Uphill” ∆ “Mountainous” |

|○ | |

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| | - contains cultural time lines for decades from 1950’s thru 1990’s |

|□ |John F. Kennedy – “New Frontier Speech” |

| |Ronald Reagan-Cold War speech ‘Tear Down this Wall” |

| |George Bush-“Congressional Speech on 9/11 |

| |Barack Obama- “A More Perfect Union” |

| | |

| |The DBQ Project volume 2: |

| | |

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| |Peter Jennings-The American Century (video series) |

|∆ |Ralph Ellison-The Invisible Man |

| |Betty Friedan-The Feminine Mystic |

| |John Galbrath- The Affluent Society |

| |JSTOR: Historical Documents / |

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Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight Ahead (less challenging for struggling readers), Uphill (having some challenging words and more complex sentence structure that is appropriate for on-grade level readers), or Mountainous (containing challenging vocabulary, complex sentences, and more abstract ideas).

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*Standards 1 (historical thinking) and 2 (turning points) are included in every unit. i.e.: How America’s involvement in World War II a turning point in U.S. history?

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