Instructional Timeline – 11th Grade U
|Instructional Timeline – 11th Grade U.S. History – |
|Unit 6 Global Struggles 1931 – 1960 |
|Chapter 22 Postwar America 1945-1960 |
|Suggested Time Frame: ≈ block days |
|Description |Truman and Eisenhower, the Affluent Society, popular culture of the 1950’s, the other side of American life. |
|Assessment |Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play |
| |Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation |
|Essential Questions |How did the American economy and society change from 1945 – 1960? Did all groups participate in the Affluent Society? |
|Core Components |TEKS/SEs |Specifications/Examples |
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| |(2)(1) History. The student understands traditional |Social Reform Era 1954-1976 (Civil Rights Movement, Vietnam War, Protest |
| |historical points of reference in U.S. history from 1877 |Movements, end of economic boom); |
| |to the present. The student is expected to: | |
| |(A) identify the major characteristics that define an |Refer frequently to the events placed in the timeline of U.S. History |
| |historical era; | |
| |(B)(A) identify the major eras in U.S. history from 1877 | |
| |to the present and describe their defining | |
| |characteristics; | |
| |(C)(B) apply absolute and relative chronology through the| |
| |sequencing of significant individuals, events, and time | |
| |periods; and | |
| |(D)(C) explain the significance of the following dates | |
| |years as turning points: 1945 and 1957 (Sputnik launch | |
| |ignites U.S.-Soviet space race), | |
| |17)(16)(14) Economics. The student understands the |Urbanization, Patterns of settlement, Immigration, Environmental Impacts |
| |economic effects of World War II, and the Cold War and | |
| |increased worldwide competition on contemporary society. |Increased military spending and the growth of the suburbs |
| |The student is expected to: |impact on middle class teens and suburban youth, increased spending during |
| |(B) identify the causes and effects of prosperity in the |peacetime, more women working out of the home, increase in international trade |
| |1950s, including the Baby Boom and the impact of the GI | |
| |Bill (Servicemen’s Readjustment Act of 1944), and the |U.S. industrial dominance |
| |effects of prosperity in the 1950s such as increased | |
| |consumption and the growth of agriculture and business; |Effects – Population shift to Sunbelt, growth of suburbs (white flight), baby |
| |(C) describe the economic impact of defense spending the |boom |
| |Cold War on the business cycle and education priorities | |
| |from 1945 to the 1990s and defense spending; | |
| |(E) describe the dynamic relationship between U.S. | |
| |international trade policies and the U.S. free enterprise|industrial complex and weapons of mass destruction |
| |(capitalist, free market) system |Cold War fueled businesses, especially high tech industries and research and |
| | |development and steadily increased government defense spending. Cold War led to |
| | |creation of a huge national security apparatus (Military Industrial Complex) |
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| | |NASA, Space Race |
| |25)(23)(20) Culture. The student understands the |Rock music, protest movements of the 60s, modern and pop art, disco, punk, rap, |
| |relationship between the arts and the times during which |voices of minorities in literature |
| |they were created. The student is expected to: | |
| |(A) describe how the characteristics and issues of | |
| |various eras in U.S. history have been reflected in |the influence of TV. |
| |various genres works of art, music, film, and literature | |
| |such as the paintings of Georgia O'Keeffe, rock and roll | |
| |(B) describe both the positive and negative the impacts |World-wide transmission of US culture – music, clothes, foods, art, etc. |
| |of significant examples of cultural movements in art, | |
| |music, and literature such as the Beat Generation, rock | |
| |and roll, the Chicano movement, country and western music| |
| |on American society, including; | |
| |(C) identify examples of American art, music, and | |
| |literature that transcend American culture and convey | |
| |universal themes; | |
| |(C)(E) identify the impact of popular American culture on| |
| |the rest of the world. over time; and | |
| |Vocabulary |
| |Closed shop – right to work – union shop – featherbedding – dynamic conservatism – white collar |
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| |Blue collar – multinational corporations – franchise – baby boom – generation gap – poverty line |
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| |Urban renewal – termination policy – juvenile delinquent |
|Recommended Lessons |Recommended Lessons - PowerPoint: 1950’s American Culture, Primary Source Lesson – The Rise of Modern America |
|Differentiation |Special Education – all differentiation per SPED modifications and requirements |
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| |TAG - differentiation according to TAG mandates. To include, but not restricted to: |
| |independent study, alternative projects in lieu of test, alternate readings |
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| |504 – All differentiation according to student needs as specified per 504 committee. |
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| |ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include, but not restricted to: small group |
| |instruction, sentence stem activities, HIS, T-Chart-Pair and Defend |
|Instructional Resources |Books or Readings - The Other America, Eisenhower Farewell Address |
| |Videos - David Halberstam’s “The Fifties”, |
| |Websites - |
|College and Career |I |
|Readiness Standards |1-ABCD 2-AC 3-ABC 4-ABC 5-B 6-B |
| |1-AB 2-B 3-B |
| |1-AD 2-ABCEF 3-ABC |
| |1-A 2-AB |
| |1-A 2-AB 3-C |
| |1-A 2-A |
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| |II |
| |1AB 2-AB |
| |1-ABC 2-A 4-AC 5-ABC 6-ABC |
| |III |
| |1-B 2-AB 3-AB |
| |1-B |
| | |
| |IV |
| |1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB |
| |1-AB 2-AC 3-ABC 4-ABC |
| |1-ABC |
| |1-AB 2-AB |
| |V |
| |1AB 2-AB |
| |1-ABCDEF |
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