Pitt County Schools



Pitt County Schools

40215C Honors U.S. History

Instructional Guide

Time Frame: First Six Weeks

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |RECOMMENDED RESOURCES AND ASSESSMENT |

| | |CONNECTIONS | |

|Unit 1: The New Nation (1789-1820) - The learner will identify, |Essential Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|

|investigate, and assess the effectiveness of the institutions of the |How did the new U.S. Constitution provide a stable government |should be prepared to conduct | |

|emerging republic. |amid rising political divisions? |additional independent research |American Anthem Ch. 6 |

|1.01 Identify the major domestic issues and conflicts experienced by the |Was the United States a more democratic nation after its |projects that require critical thinking|History Alive The Constitution & New |

|nation during the Federalist Period. |independence? |and extensive reading and writing |Nation |

|1.02 Analyze the political freedoms available to the following groups |During this period, how does America define its role in |1.01a Draw political cartoons |Honors level assessment should include|

|prior to 1820: women, wage earners, landless farmers, American Indians, |international affairs? |illustrating the different beliefs of |free-response writing on most tests |

|African Americans, and other ethnic groups. |Key Concepts |the Federalist and | |

|1.03 Assess commercial and diplomatic relationships with Britain, France,|Establishment of federal power and supremacy over the states |Democratic-Republican Parties. | |

|and other nations. |Development of the first two-party system |1.01b Complete a “Mystery Documents” | |

| |Strict & Loose Interpretation of Constitution |exercise. After researching | |

|Applicable 21st Century Themes: |Conflicts with American Indians |philosophies of Thomas Jefferson & | |

|Global Awareness |The status of slavery during The Federalist Era |Alexander Hamilton, students are given | |

|Financial, Economic, Business, and Entrepreneurial Literacy |The place of women in the society during |famous quotes and statements (from | |

|Civic Literacy |The disparities between classes in the new nation |primary documents) produced by | |

| |Early Foreign Policy |Jefferson & Hamilton. Discuss quotes | |

|Applicable 21st Century Skills: |The failure of peaceful coercion |and have students identify which quotes| |

|Creativity and Innovation |Freedom of the high seas and shipping rights |Jefferson or Hamilton authored. | |

|Critical Thinking and Problem Solving |The impact of European events on United States foreign policy |1.01c Create campaign posters and | |

|Communication and Collaboration |Key Terms |speeches supporting Jefferson or Adams | |

|Information Literacy |Judiciary Act of 1789 |during the Election of 1800. | |

|Media Literacy |Bill of Rights |1.01d Research and debate which | |

|ICT (Information, Communications and Technology) Literacy |Hamilton’s Economic Plan |president was “best” or “Most | |

|Flexibility and Adaptability |Whiskey Rebellion |Effective” (Washington, Adams, | |

|Initiative and Self-Direction |Democratic-Republican Party |Jefferson). Establish criteria for | |

|Social and Cross-Cultural Skills |Federalist Party |deciding. | |

|Productivity and Accountability |Election of 1800 |1.01e Produce a video “talk show” in | |

|Leadership and Responsibility |“Midnight Judges” |which students portray Federalist Era | |

| |Laissez-faire |leaders and their philosophies | |

|To view information on 21st Century Themes and Skills, see: |Marbury v. Madison, (1803) |regarding States’ Rights and Federal | |

| |John Marshall |Power. | |

| |Louisiana Purchase |1.02a Working in cooperative groups, | |

| |Alien & Sedition Acts |complete a fishbone diagram analyzing | |

| |Virginia & Kentucky Resolutions |the political freedoms available to | |

| |Hartford Convention (1814) |women, workers, landless farmers, | |

| |Suffrage requirements |American Indians, free blacks and | |

| |Tecumseh |slaves during the Federalist Era. | |

| |Cotton Gin |1.02b Contrast American Indian and | |

| |Eli Whitney |United States citizens’ cultural views | |

| |“Necessary Evil” |toward land ownership and religion. | |

| |Emancipation |1.02c Complete chart and map exercises | |

| |Treaty of Greenville 1796 |illustrating how the cotton gin | |

| |XYZ Affair |increased the demand for slaves and | |

| |Convention of 1800 |accelerated settlement of lands | |

| |Impressment of seamen |occupied by American Indians. | |

| |Embargo Act 1807 |1.02d Develop a list of alternative | |

| |President Washington’s |policies the US government could have | |

| |Proclamation Neutrality |used to improve the social conditions | |

| |President Washington’s |of women, African Americans, and | |

| |Farewell Address |American Indians during the Federalist | |

| |War Hawks |Era. Explain why each alternative | |

| |War of 1812 |would have been accepted or rejected by| |

| |Battle of New Orleans |citizens of the time period. (H) | |

| |Treaty of Ghent |1.03a Create an illustrated timeline | |

| |Adams-Onis Treaty |identifying the major foreign policy | |

| |Jay’s Treaty |events of the Federalist Era. | |

| |Pinckney’s Treaty |1.03b Design “bumper stickers” | |

| | |protesting or supporting American | |

| | |military action during the XYZ Affair. | |

| | |1.03c Compare and contrast Washington’s| |

| | |Farewell address to current U.S. | |

| | |foreign policy issues. | |

| | |1.03d Write letters to the U.S. | |

| | |Congress of 1812 from the perspective | |

| | |of War Hawks or New England Federalists| |

| | |about the pending war. | |

|Unit 2: Expansion and Reform (1801-1850) - The learner will assess |Essential Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|

|the competing forces of expansionism, nationalism, and sectionalism. |Describe the challenges and lasting impact of manifest |should be prepared to conduct | |

|2.01 Analyze the effects of territorial expansion and the admission of |destiny. |additional independent research |American Anthem Ch. 7,8,9 |

|new states to the Union. |How did transcendentalism assist in developing a national |projects that require critical thinking|History Alive Manifest Destiny and a |

|2.02 Describe how the growth of nationalism and sectionalism were |identity? |and extensive reading and writing |Growing Nation |

|reflected in art, literature, and language. |How did industrialization promote both nationalism and |2.01a Create “Territorial Expansion” |Honors level assessment should include|

|2.03 Distinguish between the economic and social issues that led to |sectionalism? |jigsaw puzzles. Students can trace and|free-response writing on most tests |

|sectionalism and nationalism. |Why were reforms needed in American society in the early 19th |cut out puzzle pieces representing the | |

|2.04 Assess political events, issues, and personalities that contributed |century? |territorial acquisitions of the lower | |

|to sectionalism and nationalism. |What were the lasting impacts, if any, of these reforms? |48 states on cardboard and write notes | |

|2.05 Identify the major reform movements and evaluate their |How does the 2nd Great Awakening propel slavery to the |on the back of each piece to explain | |

|effectiveness. |forefront of controversy as a moral, not economic, issue? |how it was acquired. Exchange puzzles | |

|2.06 Evaluate the role of religion in the debate over slavery and other |Key concepts |and compare notes. | |

|social movements and issues. |The rationale for and the consequences of Manifest Destiny |2.01b Write personal letters to | |

| |Federal Indian policy before The Civil War |President Polk supporting or protesting| |

|Applicable 21st Century Themes: |The political and economic importance of the West |the Mexican War. | |

|Global Awareness |Cultural expressions of patriotism |2.01c Create posters celebrating the | |

|Financial, Economic, Business, and Entrepreneurial Literacy |Celebrating the common man and the American way of life |advantages of territorial expansion. | |

|Civic Literacy |Influence of the Transcendentalist Movement |2.01d Analyze the painting “Trail of | |

|Environmental Literacy |Transformation of life in the early industrial revolution |Tears”. See analysis sheet in Section | |

| |Cultural polarization of Antebellum America |Five. Include visual imagery and | |

|Applicable 21st Century Skills: |Political agendas of antebellum leaders |feelings. | |

|Creativity and Innovation |Concepts of “Jacksonian Democracy” |2.02a Compare images of neoclassical | |

|Critical Thinking and Problem Solving |Slave Revolts |architecture (Monticello, US Capitol, | |

|Communication and Collaboration |States’ Rights |etc.) to examples of Roman structures. | |

|Information Literacy |Era of Good Feelings |How are the lines different? | |

|Media Literacy |Women’s Rights |2.02b View the image of 1836 George | |

|ICT (Information, Communications and Technology) Literacy |Temperance Movement |Washington statue by Horatio Greenough.| |

|Flexibility and Adaptability |Improvement of social institutions (prisons, mental health, |Discuss or write analysis of why | |

|Initiative and Self-Direction |education) |Americans embraced neoclassical styles.| |

|Social and Cross-Cultural Skills |Development of Utopian Communities Second Great Awakening |2.02c View landscape paintings by | |

|Productivity and Accountability |Moral Dilemma of Slavery |Thomas Cole and Asher Durand, and genre| |

|Leadership and Responsibility |The Abolitionist Movement |works by William Sidney Mount, etc. | |

| |Key Terms |Summarize the images and explain how | |

|To view information on 21st Century Themes and Skills, see: |Missouri Compromise |the works celebrate the spirit of | |

| |The Indian Removal Act 1830 |nationalism. | |

| |Sequoyah |2.02d Compare and contrast the painting| |

| |Worchester v. Georgia, 1832 |“Cotton Plantation” by Giroux and | |

| |Trail of Tears |“After The Sale” by Eyre Crowe in the | |

| |White man suffrage |different presentations of slavery in | |

| |The Alamo |America. | |

| |Election of 1844 |2.02e Allow students to present, in art| |

| |Texas Annexation |or literature, examples of how this | |

| |“54-40 or Fight!” |time period displayed a new sense of | |

| |Mexican War |nationalism. | |

| |Wilmot Proviso |202e (H) Have students read Incidents | |

| |Treaty of Guadalupe-Hidalgo |in the Life of a Slave Girl by Harriett| |

| |49ers |Jacobs or Clotel by William Wells Brown| |

| |Stephen Austin |and conduct a Paideia seminar. Write a| |

| |Gadsden Purchase |position paper on the injustices of | |

| |Lewis and Clark |slavery as outlined in these books. | |

| |Oregon Trail |2.02f What concepts of the | |

| |Noah Webster |Transcendentalist Movement show a | |

| |Ralph Waldo Emerson |change in American society? Make a | |

| |Henry David Thoreau |list and share in groups. | |

| |Neoclassical Architecture |202h (H) Read and participate in a | |

| |Washington Irving |Paideia seminar on one of the works of | |

| |Edgar Allen Poe |the Transcendentalists such as “Civil | |

| |Nathaniel Hawthorne |Disobedience.” Debate the concept of | |

| |James Fennimore Cooper |civil disobedience and when it can be | |

| |Hudson River School of Artists |used for good rather than evil. Analyze| |

| |Alex de Tocqueville |the works of Mahatma Gandhi and Martin | |

| |Samuel Morse |Luther King, Jr. | |

| |Eli Whitney |2.03a On a US map, indicate economic | |

| |John Deere |and technological developments of the | |

| |Cyrus McCormick |time period. | |

| |Robert Fulton |2.03b Use a graphic organizer to show | |

| |Erie Canal |the growing divide between the North | |

| |Cotton Kingdom |and the South in issues of religion, | |

| |1st Industrial Revolution |education, and economics. | |

| |Nativism |2.03c Research and analyze the impact | |

| |Know-Nothings |of innovations and inventions of the | |

| |William Lloyd Garrison |period on American society. | |

| |Frederick Douglass |2.03d Write an editorial to a local | |

| |Henry Clay |paper opposing discriminatory practices| |

| |American System |in hiring, housing, education, etc. | |

| |Panic of 1819 |during this time period. | |

| |McCulloch v. Maryland, 1819 |2.04a Create a flow-chart analyzing the| |

| |Election of 1824 |events that brought an end to the | |

| |“corrupt bargain” |nationalistic “Era of Good Feelings.” | |

| |suffrage |2.04b Describe the following: The | |

| |spoils system |Corrupt Bargain of 1824, “Rotation in | |

| |Tariff of Abomination |Office”, Jackson’s Bank Veto. Summarize| |

| |South Carolina Nullification Crisis |and explain how these events expanded | |

| |South Carolina Exposition and Protest |the American concept of “natural | |

| |Election of 1832 |rights”. | |

| |Pet Banks |2.04c Choose a perspective: “The United| |

| |Whig Party |States became more democratic or less | |

| |Election of 1840 |democratic during the age of Jackson.” | |

| |Nat Turner’s Rebellion |Illustrate with a diagram from your | |

| |Monroe Doctrine |perspective. | |

| |Dorothea Dix |2.04c (H) Summarize and explain how the| |

| |Horace Mann |events in the Corrupt Bargain of 1824 | |

| |Elizabeth Cady Stanton |and “Rotation in Office,” Jackson’s | |

| |Lucretia Mott |Bank Veto, expanded the American | |

| |Seneca Falls Convention |concept of “natural rights.” | |

| |Sojourner Truth |2.04e (H) Compare and contrast the | |

| |Susan B. Anthony |Monroe Doctrine to the Bush Doctrine in| |

| |Utopian Communities |terms of national security issues | |

| |Brook Farm |facing the United States. | |

| |Oneida |2.05a (H) Create a multimedia | |

| |New Harmony |presentation depicting a reformer and a| |

| |Rehabilitation |reform movement. | |

| |Prison Reform |2.05b Hypothesize how society would be | |

| |William Lloyd Garrison |different today if the reforms of this | |

| |Grimke Sisters |period had not occurred. | |

| |David Walker |2.05c (H) Hold a “Reform Convention” in| |

| |Frederick Douglass |which groups of students set up | |

| |Charles G. Finney |displays on the “reform” of their | |

| | |choice. Establish criteria for the | |

| | |displays and include a theme song. | |

| | |2.05d Compare and contrast the success | |

| | |of the different reforms of the period.| |

| | |Which ones were most successful? Why? | |

| | |Develop a “How to Succeed in Reforms | |

| | |List.” | |

| | |2.06a Trace the religious background | |

| | |and activities of major social | |

| | |reformers during the Antebellum Period.| |

| | |Write a position paper that advocates | |

| | |the views of one of these religious | |

| | |leaders. | |

| | |2.06b Have students find pictures of | |

| | |“tent” meetings or gatherings when | |

| | |circuit ministers visited communities. | |

| | |What common factors are seen in the | |

| | |pictures? Make a list. Discuss. | |

| | |2.06b (H) Write a position paper that | |

| | |advocates the views of one of the major| |

| | |social reformers during the Antebellum | |

| | |Period. | |

| | |2.06c Take a work of Garrison and | |

| | |Douglass, highlight any terms that | |

| | |indicate that these men were | |

| | |“spiritually” led to their work. | |

| | |Discuss the terms. | |

| | |2.06f (H) Read excerpts from the works | |

| | |of David Walker, Nat Turner, Frederick | |

| | |Douglass, and William Lloyd Garrison. | |

| | |Compare and contrast their ideas and | |

| | |solutions to the slavery question. | |

|Unit 3: Crisis, Civil War, and Reconstruction (1848-1877) - The learner |Essential Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|

|will analyze the issues that led to the Civil War, the effects of the |Discuss the long term issues that led to the Civil War. |should be prepared to conduct | |

|war, and the impact of Reconstruction on the nation. |Analyze and assess the short term causes of the Civil War. |additional independent research |American Anthem Ch. 10, 11, 12 |

|3.01 Trace the economic, social, and political events from the Mexican |What events could be considered political and military turning|projects that require critical thinking|History Alive Civil War and |

|War to the outbreak of the Civil War. |points of the Civil War? |and extensive reading and writing |Reconstruction |

|3.02 Analyze and assess the causes of the Civil War. |Assess their significance to the outcome of the conflict. |3.01a Using a timeline of 1820-1860, |Honors level assessment should include|

|3.03 Identify political and military turning points of the Civil War and |Discuss the effects of the war. |trace and describe the failure of |free-response writing on most tests |

|assess their significance to the outcome of the conflict. |Summarize the impact of Reconstruction on the nation. |various compromises to reach a solution| |

|3.04 Analyze the political, economic, and social impact of Reconstruction|Discuss how the Civil War led to a more centralized |to the slavery issue. | |

|on the nation and identify the reasons why Reconstruction came to an end.|government. |3.01b Determine ways in which strong | |

|3.05 Evaluate the degree to which the Civil War and Reconstruction proved|Key Concepts |executive leadership in the 1850s could| |

|to be a test of the supremacy of the national government. |The debate on the expansion of Slavery |have averted the Civil War. Make a | |

|Applicable 21st Century Themes: |Weak Presidential Leadership |list. | |

|Global Awareness |Growing Sectionalism |3.01c On a map of the U.S., identify | |

|Financial, Economic, Business, and Entrepreneurial Literacy |Rise of the Republican Party |the following areas: Slave and Free | |

|Civic Literacy |The role of slavery |States, Kansas and Nebraska | |

|Health Literacy |Economics and expansion of the geographic regions |Territories, areas open to slavery | |

|Environmental Literacy |Interpretations of the 10th Amendment |under the terms of the Missouri | |

| |Immediate causes of the war |Compromise, Compromise of 1850, and | |

|Applicable 21st Century Skills: |Key turning points of the war |proposed routes of the transcontinental| |

|Creativity and Innovation |New military technology |railroad. | |

|Critical Thinking and Problem Solving |Strategies of both sides |3.01d Compare and contrast Stephen | |

|Communication and Collaboration |Major political and military leaders |Douglas’ Freeport Doctrine with the | |

|Information Literacy |European support |Dred Scott decision. | |

|Media Literacy |Executive Powers |3.01d (H) Have students read the text | |

|ICT (Information, Communications and Technology) Literacy |Resistance to the war effort Effects of Military occupation |of the Missouri Compromise, Compromise | |

|Flexibility and Adaptability |Limits on presidential and congressional power |of 1859, the Kansas-Nebraska Act, | |

|Initiative and Self-Direction |Development of a new labor system |excerpts from Uncle Tom’s Cabin, and | |

|Social and Cross-Cultural Skills |Reconstruction: resistance and decline |excerpts from The Impending Crisis of | |

|Productivity and Accountability |Enfranchisement and Civil Rights |the South, and create a 3-D timeline of| |

|Leadership and Responsibility |Reorganization of southern social, economic, and political |1820-1860 that demonstrates the | |

| |systems Supremacy of The federal government |development of the crisis. | |

|To view information on 21st Century Themes and Skills, see: |The question of secession |3.01e Develop a graphic organizer that | |

| |Dwindling support for civil rights |compares and contrasts the Missouri | |

| |Key Terms |Compromise, the Compromise of 1850, and| |

| |Anti-slavery movement |the Kansas- Nebraska Act. | |

| |Slave codes |3.01f Using Bleeding Kansas, John | |

| |Underground Railroad |Brown’s Raid at Harper’s Ferry, and the| |

| |Harriet Tubman |Brooks-Sumner Incident as background, | |

| |Kansas-Nebraska Act |have students determine how these | |

| |Bleeding Kansas |issues were a preview of the coming | |

| |Republican Party |war. | |

| |Popular Sovereignty |3.02a Create a chart showing results of| |

| |Summer-Brooks Incident |the 1860 election. Determine the | |

| |Freeport Doctrine |reasons for Lincoln’s election and | |

| |Lincoln-Douglas Debates |project the implications of it. | |

| |Free Soil Party |3.02b Outline the viewpoints of Abraham| |

| |Compromise of 1850 |Lincoln and Jefferson Davis in regards | |

| |Dred Scott v. Sanford, 1857 |to the “UNION”. | |

| |John Brown and Harper’s Ferry |3.02c (H) Create a graphic organizer | |

| |Fugitive Slave Act |that demonstrates the ways that the | |

| |Missouri Compromise |principles of States’ Rights have been | |

| |Compromise of 1850 Harriet Beecher Stowe |interpreted by politicians, the Supreme| |

| |Uncle Tom’s Cabin |Court, and citizens from 1789-2003. | |

| |Fugitive Slave Law |3.02d (H) Using excerpts from Uncle | |

| |Election of 1860 |Tom’s Cabin and Sociology of the South | |

| |Secession |identify arguments used by | |

| |Fort Sumter, S.C. |abolitionists and southerners to | |

| |Abraham Lincoln |denounce and defend slavery. | |

| |Jefferson Davis |3.03a On a map of the United States | |

| |Confederation |draw and explain the Union’s Anaconda | |

| |First Battle of Bull Run/ Manassas |Plan. On the same map identify the | |

| |John Wilkes Booth |“turning point” battles. | |

| |Antietam |3.03b Describe the new military | |

| |Vicksburg |technologies that were developed in the| |

| |Gettysburg |war and describe the effects they had | |

| |Gettysburg Address |on the war and its outcomes. | |

| |Writ of Habeas Corpus |3.03c (H) Research the battles of | |

| |Election of 1864 |Vicksburg and Gettysburg. In a | |

| |William Sherman’s March |two-page essay explain why these were | |

| |Anaconda Plan |turning points. | |

| |Copperheads |3.03d Read the Emancipation | |

| |Emancipation Proclamation |Proclamation and analyze its effects on| |

| |African-American participation |slaves in all areas of the nation. | |

| |Appomattox Court House |Also determine the impact of this | |

| |Robert E. Lee |document on the war as a whole. | |

| |Ulysses S. Grant |3.03e (H) Determine ways that Lincoln | |

| |George McClellan |expanded executive powers during the | |

| |Thomas “Stonewall” Jackson |war. Make a list and discuss the | |

| |Freedman’s Bureau |legality of each. | |

| |Radical Republicans |3.03f (H) Research, analyze, and | |

| |Reconstruction plans |summarize ways in which citizens of | |

| |Thaddeus Stevens |both sides of the war showed their | |

| |Andrew Johnson |opposition or support. | |

| |Compromise of 1877 |3.04a Create a graphic organizer that | |

| |Tenure of Office Act |shows Presidential and Congressional | |

| |Johnson’s impeachment |Reconstruction plans. | |

| |Scalawags |3.04b Compare and contrast pre-war | |

| |Carpetbaggers |slave codes with post-war codes. | |

| |Black Codes |3.04c (H) Discuss how the Tenure of | |

| |Ku Klux Klan |Office Act violated constitutional | |

| |Sharecroppers |separation of powers, and checks and | |

| |Tenant farmers |balances. | |

| |Jim Crow laws |3.04d (H) Write a two-page essay on the| |

| |The Whiskey Ring |effectiveness of Reconstruction. | |

| |Solid South |3.04e With a triple Venn diagram | |

| |Military reconstruction |compare and contrast tenant farming, | |

| |13th amendment |sharecropping and slavery. | |

| |14th amendment |3.04f Discuss ways the South resisted/| |

| |15th amendment |supported Reconstruction. | |

| |Civil Rights Act of 1866 |3.05a (H) Divide the class into two | |

| |Election of 1876 |groups; one in support of states | |

| |Compromise of 1877 (repeat) |rights, one in support of federal | |

| | |supremacy. Each group will analyze the| |

| | |historical arguments for their position| |

| | |and present to the class. | |

| | |3.05b (H) Develop arguments supporting | |

| | |the idea that the Civil War and | |

| | |Reconstruction were the key events in | |

| | |determining the supremacy of the | |

| | |federal government. | |

| | |3.05c Invite Civil War re-enactors to | |

| | |speak as a panel to the class. Assess | |

| | |the validity of the stories they | |

| | |present. Determine criteria for this | |

| | |evaluation. | |

|Unit 4: The Great West and the Rise of the Debtor (1860s-1896) – The |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|

|learner will evaluate the great westward movement and assess the impact |Discuss the different groups of people who migrated to the |should be prepared to conduct | |

|of the agricultural revolution on the nation. |West and describe the problems they experienced. |additional independent research |American Anthem Ch. 13 |

|4.01 Compare and contrast the different groups of people who migrated to |Discuss the impact of western migration on inhabitants of the |projects that require critical thinking|History Alive Manifest Destiny and a |

|the West and describe the problems they experienced. |west. (Indians and Mexican) |and extensive reading and writing |Growing Nation |

|4.02 Evaluate the impact that settlement in the West had upon different |Describe the causes and effects of the financial difficulties |4.01a Write letters to your parents |Honors level assessment should include|

|groups of people and the environment. |that plagued the American farmer and trace the rise and |explaining your reasons for moving |free-response writing on most tests |

|4.03 Describe the causes and effects of the financial difficulties that |decline of Populism. |west, the experiences along the way, | |

|plagued the American farmer and trace the rise and decline of Populism. |How did technology impact the economy of the west? |and the conditions at your new | |

|4.04 Describe innovations in agricultural technology and business |Key Concepts |location. Share with class. | |

|practices and assess their impact on the West. |Challenges of Westward Movement |4.01b Evaluate the extent to which | |

|Applicable 21st Century Themes: |Motivation for Westward Movement |settlers adapted to the new environment| |

|Global Awareness |Impact of the Transcontinental Railroad |and geography of the West. | |

|Financial, Economic, Business, and Entrepreneurial Literacy |Development of cattle, ranching, and mining industries |4.01c (H) Research the Land Grant | |

|Civic Literacy |Mexican influence on the West |Colleges in N. C. and trace their | |

|Environmental Literacy |Western Movement Impact on Indians: |origins to the Morrill Land Grant Act. | |

| |Destruction of: |Present findings using a multimedia | |

|Applicable 21st Century Skills: |Buffalo |presentation. | |

|Creativity and Innovation |Reservation |4.01d Create a chart showing all the | |

|Critical Thinking and Problem Solving |System |groups who went west; why, and the | |

|Communication and Collaboration |Cattle drives |results of their quest. | |

|Information Literacy |Indian wars |4.01e Create a campfire setting in the | |

|Media Literacy |Rise and fall of Populism |class (brown and red paper), sit around| |

|ICT (Information, Communications and Technology) Literacy |Impact of laws and court cases on the farmer |and tell the “Tall Tales” of moving | |

|Flexibility and Adaptability |Growing discontent of the farmer |west. Sing songs. | |

|Initiative and Self-Direction |Gold Standard vs. Bimetallism |4.02a (H) Review excerpts from | |

|Social and Cross-Cultural Skills |Technological improvements on farming |historical fiction, selected works of | |

|Productivity and Accountability |Changing nature of farming as a business |art and/or movie excerpts to compare | |

|Leadership and Responsibility |Increased dependence on the railroads |the romantic vision of the West to the | |

| |Key Terms |reality of life there. | |

|To view information on 21st Century Themes and Skills, see: |Joseph Smith |4.02b Create a pictorial or verbal | |

| |Brigham Young |diary of stories of the Buffalo | |

| |Mormons |Soldiers serving in the Indian wars. | |

| |Homestead Act |Share these stories with the class. | |

| |Roles of women |4.02c (H) Prove or disprove this quote:| |

| |Roles of African Americans |”The American cowboy was actually a | |

| |Roles of Chinese |dirty, overworked laborer who fried his| |

| |Roles of Irish |brains under a prairie sun, or rode | |

| |Comstock Lode |endless miles in rain and wind to mend | |

| |Morrill Land Grant Act 1862 |fences or look for lost calves.” The | |

| |Sod houses |Cowboy, Time Life, p.1 | |

| |Oklahoma Land Rush |4.02d What evidences of “Western” style| |

| |Dawes Severalty Act |exists throughout our culture? Make a | |

| |Chief Joseph |list. | |

| |Nez Perce |4.03a (H) Examine the political cartoon| |

| |Battle of Little Big Horn |on the Judge Magazine cover of | |

| |Sand Creek Massacre |September 1896, “The Sacrilegious | |

| |Wounded Knee |Candidate.” Contrast the message of | |

| |Helen Hunt Jackson’s |the Cross of Gold Speech with this | |

| |Century of Dishonor |depiction of Bryan. | |

| |Buffalo Soldiers |4.03b Create a diagram that illustrates| |

| |Promontory Point, Utah |the impact of bimetallism on the farmer| |

| |Transcontinental Railroad |and the consumer. | |

| |Irish immigrants |4.03c (H)Evaluate the government’s | |

| |Chinese immigrants The Grange |response to the farmer’s complaints | |

| |National Farmer Alliances |with regard to the Munn Case, the | |

| |Southern Alliance |Wabash Case, and the Interstate | |

| |Colored Farmers Alliance |Commerce Act. | |

| |Omaha Platform |4.03d Design a flow chart showing the | |

| |Interstate Commerce Act |difference in coined and paper money. | |

| |Rebates |4.03e (H) Outline the political basis | |

| |William Jennings Bryan |of the Populist Party and assess the | |

| |“Cross of Gold Speech” |validity of how these reforms would | |

| |Greenbacks |further democracy and liberties for the| |

| |Barbed wire |common man. | |

| |Refrigerator car |4.03f Hold a town meeting to air the | |

| |Windmill |views of different groups - farmers, | |

| |Farmer’s Cooperatives |skilled workers, unskilled workers, | |

| |Steel Plow |business owners, cowboys, ranchers, | |

| |Vertical/horizontal integration |etc. on passage of the Interstate | |

| |Interlocking directorates |Commerce Act. | |

| | |4.04a Compare and contrast the workings| |

| | |of the largest cattle ranches of the | |

| | |west and small farms in eastern states.| |

| | |4.04b Collect photos and any other | |

| | |representations of the coming of the | |

| | |railroad to the West. Who is in the | |

| | |pictures? Why? | |

| | |4.04c Create a catalog of the newest | |

| | |tools available to the farmers and | |

| | |ranchers. Compare the catalog to an | |

| | |early mail order catalog of the time | |

| | |period. | |

| | |4.04d (H) Evaluate the impact of the | |

| | |change in farming and business | |

| | |practices in the west on the American | |

| | |economy. | |

Time Frame: Second Six Weeks

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |RECOMMENDED RESOURCES AND ASSESSMENT |

| | |CONNECTIONS | |

|Unit 5: Becoming an Industrial Society (1877-1900) - The learner |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|

|will describe innovations in technology and business practices and |How did Americans react to the growth of immigration? |should be prepared to conduct additional | |

|assess their impact on economic, political, and social life in |How did industrialization change American society at this time?|independent research projects that |American Anthem Ch. 14, 15, 16 |

|America. |How did the rise of industrialism impact |require critical thinking and extensive |History Alive The Rise of Industrial |

|5.01 Evaluate the influence of immigration and rapid |Adam Smith’s economic model? |reading and writing |America |

|industrialization on urban life. |Were low wages an essential ingredient for the rise of |5.01a Review primary documents and |Honors level assessment should include|

|5.02 Explain how business and industrial leaders accumulated wealth |capitalism? |photographs of the period, and write |free-response writing on most tests |

|and wielded political and economic power. |Would working conditions and wages have improved without |letters to friends and family in your | |

|5.03 Assess the impact of labor unions on industry and the lives of |unions? |“home” country describing a new life in | |

|workers. |Did industrialization really improve the lives of working |America. | |

|5.04 Describe the changing role of government in economic and |people? |5.01b Debate whether the “melting pot” | |

|political affairs. |How did unions develop? |theory is an accurate phrase for America | |

|Applicable 21st Century Themes: |How did industrialists try to prevent the spread of unions? |1877-1900. | |

|Global Awareness |Why was it necessary for the government to take a more active |5.01c Graph patterns and sources of | |

|Financial, Economic, Business, and Entrepreneurial Literacy |role in business affairs? |immigration to America over an extended | |

|Civic Literacy |Key Concepts |period of time. Match with today’s | |

|Environmental Literacy |Urban Issues |patterns. | |

| |Housing |5.01d Review diagrams of dumbbell | |

|Applicable 21st Century Skills: |Sanitation |tenements. How could they have been made| |

|Creativity and Innovation |Transportation |safer? | |

|Critical Thinking and Problem Solving |The rise of ethnic neighborhoods |5.01e Design pamphlets replicating | |

|Communication and Collaboration |New forms of leisure |earlier ones distributed to new arrivals | |

|Information Literacy |Emergence of new industries: |in America. | |

|Media Literacy |Railroads |5.01f Hold a mock city council meeting | |

|ICT (Information, Communications and Technology) Literacy |Steel |to propose solutions to urban issues of | |

|Flexibility and Adaptability |Oil |the day. | |

|Initiative and Self-Direction |Changes in the ways businesses formed and consolidated power |5.01g (H) Compare positive and negative | |

|Social and Cross-Cultural Skills |Influence of business leaders as “captains of industry” or as |aspects of maintaining the existence of | |

|Productivity and Accountability |“robber barons” |ethnic neighborhoods including de facto | |

|Leadership and Responsibility |Relationship of big business to the government |segregation, racial and religious housing| |

| |Influence of Darwinism, Social Darwinism and the Gospel of |covenants, and red lining of | |

|To view information on 21st Century Themes and Skills, see: |Wealth |neighborhoods. Find examples of these | |

| |Formation of labor unions |practices and analyze their effect on | |

| |Types of unions |society. | |

| |Tactics used by labor unions |5.01h (H) Analyze the quote by the | |

| |Opposition to labor unions |Carpenter’s Union in Worchester, Mass.: | |

| |Impact of law and court decisions |“8 hours for work, 8 hours for rest, 8 | |

| |“Laissez-Faire” government policies |hours for what we will.” How did this | |

| |Operation of political machines |idea impact urban life? | |

| |Patronage vs. the civil service system |5.02a (H) Research the business practices| |

| |Impact of corruption and scandal in the government |of men such as Carnegie and Rockefeller. | |

| |The Election of 1896 (see also Goal 4.03) |Put them on trial as either “Captains of | |

| |Key Terms |Industry”/”robber barons.” | |

| |Frederick Olmstead |5.02b (H) Read excerpts of the “Gospel of| |

| |Cultural pluralism |Wealth” and discuss to what extent | |

| |Urbanization |Carnegie and others practiced the | |

| |Nativism |philosophy. | |

| |Melting pot |5.02c Interpret quotations from business | |

| |Bessemer Process |leaders of the time and discuss how they | |

| |Andrew Carnegie |reflect the idea of Social Darwinism. | |

| |John Rockefeller |5.02d (H) Design a display for a Gilded | |

| |J. P. Morgan |Age Museum that features one of the | |

| |Vanderbilt family |emerging industries and its impact on | |

| |Edwin Drake |people’s lives. | |

| |Standard Oil Company |5.02e Discuss what responsibilities | |

| |U. S. Steel |today’s corporate leaders have that the | |

| |George Westinghouse |captains of industry did not. | |

| |Gospel of Wealth |5.02f Research a business or industrial | |

| |Horatio Alger |leader and prepare a resume for that | |

| |Social Darwinism |individual. | |

| |Trust |5.02g Illustrate the concepts of vertical| |

| |Monopoly |and horizontal integration in business. | |

| |Gilded Age |5.03a Create a chart to show the various | |

| |Working conditions |unions that formed in the time period. | |

| |Wages |Include these topics: how organized, | |

| |Child labor |goals, attempts to reach goals, and | |

| |Craft unions |success. | |

| |Trade unions |5.03b (H) Work cooperatively to form a | |

| |Knights of Labor |union. Each group should develop rules | |

| |Haymarket Riot |for membership, goals, plans to reach | |

| |American Federation of Labor |goals, and expected results. Share with | |

| |Samuel Gompers |the class. | |

| |Eugene Debs |5.03c Diagram decision trees exploring | |

| |Strike |the likely consequences and results of | |

| |Negotiation |going on strike vs. collective bargaining| |

| |Mediation |or arbitration. | |

| |Collective bargaining |5.03d Write letters to the editor of a | |

| |Arbitration |newspaper supporting or protesting | |

| |Yellow-dog contract |attempts to organize a hypothetical union| |

| |Closed shop |in the town. | |

| |Sherman Antitrust Act |5.03e Group students to review how | |

| |The Great Strike (1877) |presidents respond to different strikes | |

| |Pullman Strike |in the time period and offer suggestions | |

| |Homestead Strike |as to how the situation might have been | |

| |Sherman Anti-Trust Act |resolved differently. Students should | |

| |Pendleton Act |provide rationales. | |

| |Political machines |5.03e (H) Have students write an | |

| |Boss Tweed |additional editorial describing the | |

| |Tammany Hall |effects of unionization of workers on a | |

| |Thomas Nast |hypothetical town. | |

| |Credit Mobilier scandal |5.04a Create a flow diagram that shows | |

| |Graft |the working of a political machine within| |

| |Whiskey Ring scandal |a city like New York. | |

| |Populism |5.04b Review the political cartoons of | |

| |Secret ballot (Australian) |Thomas Nast and create new cartoons to | |

| |Initiative |address issues of the era. | |

| |Referendum |5.04c Compare public reaction to the | |

| |Recall |scandal in the Gilded Age to scandals | |

| |Mugwumps |today. | |

| | |5.04d Generate questions that should be | |

| | |on a civil service exam and compare the | |

| | |new questions to actual sample questions | |

| | |from the original exam. | |

| | |5.04e (H) In cooperative learning groups,| |

| | |create a cartoon in the style of Thomas | |

| | |Nast, and compose an accompanying | |

| | |editorial depicting the oil policy of | |

| | |today. | |

|Unit 6: The emergence of the United States in World Affairs |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|

|(1890-1914) - The learner will analyze causes and effects of the |How has free trade impacted imperialism? |should be prepared to conduct additional | |

|United States emergence as a world power. |How did racism contribute to imperialism? |independent research projects that |American Anthem Ch. 17 |

|6.01 Examine the factors that led to the United States taking an |Key Concepts |require critical thinking and extensive |History Alive The United States: |

|increasingly active role in world affairs. |Global and military competition |reading and writing |Coming of Age 1890-1920 |

|6.02 Identify the areas of United States military, economic, and |Increased demands for resources and markets |6.01a (H) Compare and contrast the U. S. |Honors level assessment should include|

|political involvement and influence. |Closing of the Frontier |justification for continental expansion |free-response writing on most tests |

|6.03 Describe how the policies and actions of the United States |Exploitation of nations, peoples, and resources |versus expansion abroad. | |

|government impacted the affairs of other countries. |Causes and conduct of the Spanish-American War |6.01b Have students write responses to | |

|Applicable 21st Century Themes: |United States Interventions in |Kipling’s White Man’s Burden. | |

|Global Awareness |Hawaii |6.01c Examine or draw political cartoons | |

|Financial, Economic, Business, and Entrepreneurial Literacy |Latin America |that represent supporting and opposing | |

|Civic Literacy |Caribbean |views of imperialism. | |

|Environmental Literacy |Asia/Pacific |6.02a Design a chart that details the | |

| |Intervention vs. Isolation |specifics of United States involvement in| |

|Applicable 21st Century Skills: |Support for and opposition to United States economic |Cuba, Hawaii, Latin America/ Caribbean, | |

|Creativity and Innovation |intervention |and Asia/Pacific. | |

|Critical Thinking and Problem Solving |Perception of the United States as a world power |6.02b Analyze and discuss some examples | |

|Communication and Collaboration |Key Terms |of “yellow journalism” from the period | |

|Information Literacy |Alfred T. Mahan |and from today. | |

|Media Literacy |Josiah Strong |6.02c Map the pattern of United States | |

|ICT (Information, Communications and Technology) Literacy |Frederick Jackson Turner |imperial activities around the world. | |

|Flexibility and Adaptability |Imperialism |6.02d (H) Develop an argument either | |

|Initiative and Self-Direction |Spheres of influence |supporting or opposing the following | |

|Social and Cross-Cultural Skills |Queen Liliuokalani |statement: “Modern news shows are a form | |

|Productivity and Accountability |Seward’s Folly |of political propaganda very similar to | |

|Leadership and Responsibility |Treaty of Paris 1898 |the ‘yellow journalism’ of the late 19th | |

| |Platt Amendment |and early 20th Centuries.” | |

|To view information on 21st Century Themes and Skills, see: |“Splendid Little War” |6.03a Create a chart comparing Roosevelt,| |

| |Social Darwinism |Taft, and Wilson’s foreign policies in | |

| |Philippines |Latin American and the Caribbean. | |

| |Commodore George Dewey |Include the outcomes of actions. | |

| |Theodore Roosevelt |6.03b In a role-play activity, present | |

| |Rough Riders |the views of leaders of the period. | |

| |William Randolph Hearst |6.03c (H) Using the argument from the | |

| |Joseph Pulitzer |May 17, 1898, “Report of the Committee on| |

| |USS Maine |Foreign Affairs on House Res. 259,” ask | |

| |Panama Canal |students to hold a hearing on the | |

| |Pancho Villa Raids |annexation of Hawaii. | |

| |“Jingoism” |6.03d (H) Ask students to reveal why the| |

| |Dollar Diplomacy |1897 “Petition Against Annexation” is | |

| |Platt Amendment |important to Hawaiians and other | |

| |Roosevelt Corollary |Americans. Brainstorm cases of similar | |

| |Anti-Imperialism League |incidents of neglect in recorded history.| |

| |Missionary (Moral) Diplomacy |6.03e (H) Map areas of the world affected| |

| |Boxer Rebellion |by each type of diplomacy (i. e. , | |

| |Open Door Policy |dollar, moral, “big stick,” etc) and | |

| |Annexation of Hawaii |create a generalization about the type of| |

| | |diplomacy used in different places in the| |

| | |world. Compare that to areas of the world| |

| | |where we have diplomatic relations today.| |

|Unit 7: The Progressive Movement in the United States (1890-1914) |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|

|–The learner will analyze the economic, political, and social reforms|How did 19th century Industrialization negatively affect Social|should be prepared to conduct additional | |

|of the Progressive Period. |and urban America? |independent research projects that |American Anthem Ch. 15-16 |

|7.01 Explain the conditions that led to the rise of Progressivism. |How did the Progressives change the lives of |require critical thinking and extensive |History Alive The U.S. Coming of Age: |

|7.02 Analyze how different groups of Americans made economic and |American workers, women, and urban-dwellers? |reading and writing |1890-1920 |

|political gains in the Progressive Period. |Which groups of Americans were not |7.01a (H) Divide the class into sample |Honors level assessment should include|

|7.03 Evaluate the effects of racial segregation on different regions |helped by Progressives? |groups (i.e. presidential cabinet, state |free-response writing on most tests |

|and segments of the United States' society. |What evidence suggested racial inequality and |governors, women’s clubs, and selected | |

|7.04 Examine the impact of technological changes on economic, social,|injustice after the 14th Amendment and through The Progressive |ethnic groups). Give each group a | |

|and cultural life in the United States. |era? |problem to resolve from their | |

|Applicable 21st Century Themes: |What was the impact of Technological advances upon |perspective. Chart their solutions on a | |

|Global Awareness |turn-of-the-20th |graph line illustrating all views from | |

|Financial, Economic, Business, and Entrepreneurial Literacy |Century Americans? |far right to far left. | |

|Civic Literacy |Key Concepts |7.01b Define the term “radical”. | |

|Health Literacy |Corruption and ineffectiveness of government |Evaluate excerpts of muckraking articles | |

| |Immigration and urban poor |based on the definition. | |

|Applicable 21st Century Skills: |Working conditions |7.01c (H) Compare conditions in industry | |

|Creativity and Innovation |Emergence of Social Gospel |today with conditions in the late 19th | |

|Critical Thinking and Problem Solving |Unequal distribution of wealth |Century. Write a research paper | |

|Communication and Collaboration |The roles of the Progressive presidents: |regarding the conditions. Explain how | |

|Information Literacy |Roosevelt |the conditions were better or worse and | |

|Media Literacy |Taft |defend your opinion with research. | |

|ICT (Information, Communications and Technology) Literacy |Wilson |7.01d (H) Research the Triangle Shirt | |

|Flexibility and Adaptability |The growing power of the electorate |Waist Fire and the Hamlet Chicken Plant | |

|Initiative and Self-Direction |The changing roles and influence of women |Fire and compare and contrast the causes | |

|Social and Cross-Cultural Skills |The impact of political and economic changes on the working |and effects of each, specifically the | |

|Productivity and Accountability |class |reaction of state and federal | |

|Leadership and Responsibility |The changing nature of state and local governments |governments. | |

| |Disenfranchisement |7.01e (H) Read excerpts from the writings| |

|To view information on 21st Century Themes and Skills, see: |African-American responses to Jim Crow |of Ida Tarbell and the writings of John | |

| |Segregated Society |D. Rockefeller and develop a dialogue | |

| |Industrial innovations |that demonstrates Rockefeller’s response | |

| |Emergence of advertising and consumerism |to Tarbell’s claims. | |

| |Key Terms |7.02a (H) Compare the party platforms for| |

| |Muckraking |the election of 1912. Determine which | |

| |Ida Tarbell |candidate was the true progressive. | |

| |Lincoln Steffens |Justify your position. | |

| |Upton Sinclair |7.02b Select one progressive | |

| |Jacob Riis |law/amendment. Identify groups most | |

| |Urban slums |impacted by the law and whether the law’s| |

| |Triangle Shirtwaist Factory Fire |objective was achieved | |

| |Jane Addams/Hull House |7.02c Using the music of a popular song, | |

| |16th Amendment |rewrite the words to become a | |

| |17th Amendment |“trust-busting” song. Teach the new | |

| |18th Amendment |lyrics to the class. | |

| |(Volstead Act) |7.02d Construct a tree map of the | |

| |19th Amendment |political, social, and economic gains of | |

| |Carrie A. Nation |the Progressive Period. Determine which | |

| |Anthracite Coal Strike |gain most changed society. | |

| |Sherman Anti-Trust Act North |7.02e (H) Determine which groups were | |

| |Northern Securities v U.S., 1904 |left out of the Progressive Movement | |

| |American Tobacco v U.S., 1911 |(Social Gospel) and the reasons for their| |

| |US v EC Kight &Co, 1895 |exclusion. | |

| |Payne Aldrich Tariff, 1909 |7.03a Use a cause and effect foldable to | |

| |Mann Elkins Act |illustrate an event such as the Great | |

| |Robert LaFollette |Migration, Plessey Decision, Atlantic | |

| |Election of 1912 |Compromise and/or the formation of NAACP.| |

| |Progressive/Bull Moose Party |7.03b Analyze James Weldon Johnson’s | |

| |Federal Reserve Act |“Lift Every Voice and Sing” and explain | |

| |Plessey v Ferguson, 1896 |why it became the Negro National Anthem. | |

| |Booker T. Washington |7.03c Compare the lives of Booker T. | |

| |W.E.B. Dubois |Washington and W. E. B. Dubois and how | |

| |Ida Wells Barnett |they turned adversity into triumph. | |

| |Great Migration |7.03c (H) Read excerpts from W.E.B. | |

| |Niagara Movement |DuBois, Booker T. Washington, Ida B. | |

| |Atlanta Compromise Speech |Wells, and Henry Turner. Compare and | |

| |The NAACP |contrast their solutions to the plight of| |

| |Nationwide lynching |African Americans in the late 19th and | |

| |Disenfranchisement |early 20th Century. Determine which | |

| |Literacy test |solution you support and write a | |

| |Poll taxes |justification of your position. | |

| |Grandfather clauses |7.03d Read and discuss the events that | |

| |Wright brothers |led W.E.B. Dubois to call Booker T. | |

| |Movie Camera |Washington’s Atlanta Exposition address | |

| |Coca Cola |as the “Atlanta Compromise.” | |

| |Ford’s Innovations: |7.03e (H) Read either The Souls of Black | |

| |$5 day |Folk by W.E.B. DuBois or Up from Slavery | |

| |Assembly line |by Booker T. Washington and participate | |

| |Model T |in a Paideia seminar on the issues | |

| |Workers as consumers |discussed. | |

| |Electricity |7.03f (H) Read excerpts from The | |

| |Mail order catalogs |Autobiography of an Ex-Colored Man by | |

| |Skyscrapers |James Weldon Johnson and The Klansman by | |

| |Kodak cameras |Thomas Dixon. Compare and contrast the | |

| |Airline service |experiences of both in the late 19th and | |

| |Sewing machine |early 20th Century. | |

| | |7.04a Compare and contrast methods of | |

| | |advertising then that appeal to consumers| |

| | |with similar advertising now. | |

| | |7.04b Create a multimedia presentation | |

| | |depicting how one innovation altered | |

| | |daily life in this time period. Use | |

| | |music of the time period. | |

| | |7.04c Demonstrate the process of assembly| |

| | |line. Place desks side by side and assign| |

| | |a task for the class to complete. Each | |

| | |student will have an individual job to | |

| | |complete. Speed up, add demands. Ask | |

| | |for reflections. | |

| | |7.04d Collect and display photographs of | |

| | |antique and modern sewing machines. | |

| | |Discuss the changes. | |

| | |2.04d (H) Discuss the economic effects of| |

| | |mail order and on-line businesses and | |

| | |compare these to the effects of changing | |

| | |business forms in the late 19th and 20th | |

| | |century. | |

|Unit 8: The Great War and Its Aftermath (1914-1930) - The learner |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|

|will analyze United States involvement in World War I and the war's |How did the United States get involved in European World War I?|should be prepared to conduct additional | |

|influence on international affairs during the 1920's. |How did America turn the tide of WWI to lead to Allied victory?|independent research projects that |American Anthem Ch. 18-19 |

|8.01 Examine the reasons why the United States remained neutral at |How did WWI change the lives of Americans at home, at work, and|require critical thinking and extensive |History Alive The U.S. Coming of Age: |

|the beginning of World War I but later became involved. |in their government? |reading and writing |1890-1920 |

|8.02 Identify political and military turning points of the war and |Key Concepts |8.01a Compare pro and con war propaganda |Honors level assessment should include|

|determine their significance to the outcome of the conflict. |Causes of World War I in Europe |posters and explain their influence on |free-response writing on most tests |

|8.03 Assess the political, economic, social, and cultural effects of |Use of and effects of propaganda |the United State’s decision to go to war.| |

|the war on the United States and other nations. |U. S. anti-war Sentiment |8.01b Create and compare maps of Europe | |

|Applicable 21st Century Themes: |Reasons for U. S. entry into The Great War |in 1914 and 1918, and discuss the reasons| |

|Global Awareness |The importance of United States involvement in World War I |for changes. | |

|Financial, Economic, Business, and Entrepreneurial Literacy |Modernization of warfare |8.01c (H) Research how European countries| |

|Civic Literacy |The changing nature of United States foreign policy |viewed the United States neutrality. | |

| |Key factors in the Allies’ success |8.01d Form country groups and debate | |

|Applicable 21st Century Skills: |Failure of the United States to ratify the Treaty of Versailles|whether or not the United States should | |

|Creativity and Innovation |Adjustment from wartime to a peacetime economy |enter WWI from the perspective of the | |

|Critical Thinking and Problem Solving |Government bureaucracy in the United States |country assigned. | |

|Communication and Collaboration |Anti-immigration sentiment and the first Red Scare |8.02a (H) Compare the Fourteen Points | |

|Information Literacy |Restrictions on civil liberties during wartime |with the whole Treaty of Versailles in | |

|Media Literacy |Political changes in Europe and the near East |regard to preventing future conflicts. | |

|ICT (Information, Communications and Technology) Literacy |Impact of isolationism on American foreign policy |8.02b Listen to George M. Cohan’s “Over | |

|Flexibility and Adaptability |Key Terms |There” and discuss the impact of | |

|Initiative and Self-Direction |Nationalism |patriotic music on the war effort. | |

|Social and Cross-Cultural Skills |Militarism |8.02c (H) Compare Woodrow Wilson’s | |

|Productivity and Accountability |Alliances |arguments supporting a League of Nations | |

|Leadership and Responsibility |Archduke Francis Ferdinhand |and Henry Cabot Lodge’s “14 | |

| |U-Boat submarine warfare |Reservations”. | |

|To view information on 21st Century Themes and Skills, see: |Serbia |8.02d Identify similarities and | |

| |Allies |differences in strategies, tactics, and | |

| |Central Powers |weaponry of World War I and the | |

| |Kaiser Wilhelm II |Spanish-American War. | |

| |Contraband |8.03a Discuss ways in which World War I | |

| |Zimmerman Telegram |contributed to the growing revolution in | |

| |Lusitania |Russia. | |

| |Mobilization |8.03b (H) Describe correlations on | |

| |Election of 1916 |restrictions on civil liberties during | |

| |Woodrow Wilson |World War I and other periods of United | |

| |Isolationists |States military conflicts. | |

| |Selective Service Act |8.03c Prepare a compare/contrast essay on| |

| |Jeanette Rankin |how the U. S. and German economies were | |

| |“Make the world safe for democracy” |affected by the war. | |

| |Idealism |8.03d Develop pictorial representations | |

| |John J. Pershing |of these terms: liberty bonds, ration | |

| |American Expeditionary Force |books, demobilization, victory gardens, | |

| |Trench warfare |and ultra nationalism. | |

| |“No Man’s Land” | | |

| |Mustard gas | | |

| |Doughboys | | |

| |Armistice | | |

| |Fourteen Points (1-5, 14) | | |

| |“The Big Four” | | |

| |“Peace without victory” | | |

| |Russian and Bolshevik Revolutions | | |

| |Treaty of Versailles | | |

| |League of Nations | | |

| |Henry Cabot Lodge | | |

| |17th Amendment | | |

| |18th Amendment | | |

| |19th Amendment | | |

| |Industrial workers of the World | | |

| |Self-determination | | |

| |Committee on Public Information/George Creel Food | | |

| |Administration/ | | |

| |Herbert Hoover | | |

| |War Industries Board/Bernard Baruch | | |

| |Ku Klux Plan | | |

| |Palmer/Palmer Raids | | |

| |Espionage and Sedition Acts | | |

| |Eugene V. Debs | | |

| |Schenck v United States, 1919 | | |

| |Sacco and Vanzetti | | |

| |John L. Lewis (United Mine Workers) | | |

| |Washington Naval Conference | | |

| |Dawes Plan | | |

Time Frame: Third Six Weeks

|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |RECOMMENDED RESOURCES AND ASSESSMENT |

| | |CONNECTIONS | |

|Unit 9: Prosperity and Depression (1919-1939) - The learner will |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History |

|appraise the economic, social, and political changes of the decades |What were the causes of the Great Depression? |should be prepared to conduct |American Anthem Ch. 20, 21, 22 |

|of "The Twenties" and "The Thirties." |What were the consequences of the Great Depression? |additional independent research |History Alive The Roaring 20s and the |

|9.01 Elaborate on the cycle of economic boom and bust in the 1920's |How successful were Herbert Hoover’s actions in limiting the |projects that require critical thinking|Great Depression |

|and 1930's. |effects of the Great Depression? |and extensive reading and writing |Honors level assessment should include |

|9.02 Analyze the extent of prosperity for different segments of |How did the Great Depression impact the lower, middle and upper|9.01a Write a letter to President |free-response writing on most tests |

|society during this period. |classes of society in the United States? |Hoover about the state of the economy | |

|9.03 Analyze the significance of social, intellectual, and |How did the Great Depression impact the lower, middle and upper|in 1929. Propose ways the economy can | |

|technological changes of lifestyles in the United States. |classes of society in the United States? What developments |be improved. | |

|9.04 Describe challenges to traditional practices in religion, race, |occurred in popular forms of entertainment during the Great |9.01b Use political cartoons to analyze| |

|and gender. |Depression? |public reactions to political and | |

|9.05 Assess the impact of New Deal reforms in enlarging the role of |How did the Great Depression effect education in the United |economic events of the time period. | |

|the federal government in American life. |States? |9.01c (H) Plan a 1920’s fair to include| |

|Applicable 21st Century Themes: |How was traditional Christianity challenged by new scientific |music, movies, and new inventions. | |

|Global Awareness |theories in the 1920s. |Invite other classes to visit. Use a | |

|Financial, Economic, Business, and Entrepreneurial Literacy |How did the role of women change in the 1920s. |student designed rubric. | |

|Civic Literacy |How did the white majority view minorities in the United States|9.01d Study the photographs of Dorothea| |

| |during the 1920s and 30s. How has New Deal reforms affected |Lange and hold a discussion on the | |

|Applicable 21st Century Skills: |the role of the Federal government in the life of the average |“mood’ of the nation as displayed in | |

|Creativity and Innovation |American citizen? |her work. | |

|Critical Thinking and Problem Solving |Key Concepts |9.02a Make a list of the economic | |

|Communication and Collaboration |The impact of presidential policies on economic activity |problems of the 20’s that led to the | |

|Information Literacy |(Harding, Coolidge, Hoover, and Roosevelt) |stock market crash. Examine the | |

|Media Literacy |Rise and/or decline of major industries in the United States |effects of these problems on different | |

|ICT (Information, Communications and Technology) Literacy |Factors leading to the stock market crash and the onset of the |segments of society. | |

|Flexibility and Adaptability |Great Depression Consumer spending habit and trends |9.02b (H) Analyze Dorothea Lange’s | |

|Initiative and Self-Direction |Difficulties of farmers |famous “Migrant Worker” photograph. | |

|Social and Cross-Cultural Skills |Response to Prosperity: the stock market crash, Dust Bowl, |Compare the population and issues of | |

|Productivity and Accountability |Bonus Army march and bank failures on various groups of the |migrant workers in the 1920’s with | |

|Leadership and Responsibility |population The impact of mass media |those of migrant workers today. | |

| |Public response to the Great Depression |9.02c Play the song and interpret the | |

|To view information on 21st Century Themes and Skills, see: |The Harlem Renaissance |lyrics of “Brother, Can You Spare A | |

| |Prohibition |Dime”. Add a new set of verses for | |

| |Leisure time and spectator sports |later economic downturns. | |

| |The “Back to Africa” movement and Pan-Africanism |9.02d Collect and display examples of | |

| |The Fundamentalist versus Freethinking movement |the many ways segments of the society | |

| |Religion in politics |did not experience prosperity. | |

| |The changing role of women |9.03a Create a radio show typical of | |

| |Responses to the New Deal program |the 20’s and 30s; broadcast live. | |

| |The Three R’s (Relief, Recovery, Reform) |9.03b Using a graphic organizer | |

| |Expansion of the role of federal government |illustrate the quote; “the 1920’s were | |

| |Key Terms |either the best of times or the worst | |

| |“Return to Normalcy” |of times.” | |

| |laissez-faire |9.03c (H) Compare and contrast | |

| |Teapot Dome scandal |Prohibition in the 1920’s to modern | |

| |Albert Fall |laws which prohibit the use of illegal | |

| |Hawley-Smoot Tariff |drugs. | |

| |Speculation |9.03d (H) Evaluate the appropriateness | |

| |Buying on the margin |of the terms: “Great Depression” or | |

| |Mechanization |“Roaring 20’s”. Base your evaluation | |

| |“Black Tuesday” |on oral histories, journals, and | |

| |Rugged individualism |historic accounts of events. | |

| |Direct relief |9.03e Create a “Hooverville” scenario | |

| |Easy credit |with a soup kitchen, bread lines and | |

| |Installment plan |handouts. Reflect and volunteer in a | |

| |Overproduction |current soup kitchen. | |

| |Hoovervilles |9.03f (H) Read one of the following | |

| |Soup kitchens |authors and hold a Paideia seminar on | |

| |Breadlines |how the issues of the social and | |

| |Radio |cultural changes of the 1920’s are | |

| |Market/advertising |dealt with in the literature of the | |

| |Jazz |Harlem Renaissance: Langston Hughes, | |

| |Silent and “talkies” films |Zora Neale Hurston, Arna Bontemps, | |

| |“The Jazz Singer” |Claude McKay, James Weldon Johnson, | |

| |Lost Generation |etc. | |

| |Langston Hughes |9.04a Design a graphic organizer to | |

| |Louis Armstrong |illustrate the changing role of women | |

| |F. Scott Fitzgerald |in these decades. Use key terms | |

| |Ernest Hemingway |related to changes like flapper, ear | |

| |Sinclair Lewis |bobs, etc. | |

| |Speakeasies |9.04b (H) Read the excerpt “Returning | |

| |Bootleggers |Soldier,” from The Crisis, by W. E. B. | |

| |Babe Ruth |Dubois. How does the reading reflect | |

| |Charles Lindbergh |the challenges to the traditional | |

| |Automobiles |perceptions of race? | |

| |FDR’s “Fireside Chats” |9.04c (H) Compare and contrast the UNIA| |

| |Zora Neal Hurston |with the NAACP. Report findings using | |

| |Marcus Garvey |a graphic organizer or multimedia | |

| |United Negro Improvement Association |presentation. | |

| |W.E.B. Dubois (repeat) |9.04d Create a cause and effect diagram| |

| |Fundamentalism |to illustrate the clash between the | |

| |Scopes Trial |Fundamentalist and the Freethinking | |

| |Aimee Semple McPherson |movements. | |

| |Billy Sunday |9.05a (H) Analyze the effectiveness and| |

| |Margaret Sanger |impact of New Deal policies from the | |

| |Deficit spending |perspective of: an historian, a | |

| |Social Security |political scientist, a geographer and | |

| |Federal Deposit Insurance Corporation (FDIC) |economist. | |

| |Securities and Exchange Commission (SEC) |9.05b (B) Listen to a recording of a | |

| |Public Works Administration (PWA) |“Fireside Chat”. Write a response in | |

| |Civilian Conservation Corps (CCC) |favor of or against the speech given by| |

| |Agricultural Adjustment Act (AAA) |President Roosevelt. Analyze how the | |

| |Tennessee Valley Authority (TVA) |President attempted to motivate the | |

| |National Industrial Recovery Act (NIRA) |country. | |

| |Works Progress Administration (WPA) |9.05c Create a poem, rap or dance | |

| |National Labor Relations Act (Wagner Act) |movement explaining the variety of New | |

| |Fair Labor Standards Act |Deal programs of alphabet soup. | |

| |Father Charles Coughlin |9.05d Using | |

| |Huey P. Long |http//newdeal.attic/index.htm | |

| |Frances Perkins |find the Dear Mrs. Eleanor Roosevelt | |

| | |letter. Read and write a response | |

| | |making recommendations for assistance. | |

| | |9.05e Design a foldable poster that | |

| | |explains bank failures, bank holidays, | |

| | |brain trust, court packing plan and | |

| | |FDR’s 100 days. | |

|Unit 10: World War II and the Beginning of the Cold War (1930s-1963)|Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History |

|- The learner will analyze United States involvement in World War II |What were the causes of World War II in Europe? |should be prepared to conduct |American Anthem Ch. 23-24 |

|and the war's influence on international affairs in following |What dictators threatened the stability of the World from 1922 |additional independent research |History Alive The U.S. in World War II |

|decades. |– 1945? |projects that require critical thinking|History Alive The Cold War |

|10.01 Elaborate on the causes of World War II and reasons for United |What caused the United States to enter hostilities during World|and extensive reading and writing |Honors level assessment should include |

|States entry into the war. |War II ? What were the significant Axis victories from 1939 – |10.01a Compare reasons for the public’s|free-response writing on most tests. |

|10.02 Identify military, political, and diplomatic turning points of |1944? |desire for neutrality to FDR’s shift to|

|the war and determine their significance to the outcome and aftermath|Name specific agreements among Allied leaders during World War |intervention. |pigs/pigs.htm |

|of the conflict. |II? |10.01b Suggest alternatives for the |

|10.03 Describe and analyze the effects of the war on American |Name the turning point battles of World War II for the Allies. |U.S. policies of isolation and |hill-iron.html |

|economic, social, political, and cultural life. |What were the consequences of technological developments on the|appeasement in the 1930’s. | |

|10.04 Elaborate on changes in the direction of foreign policy related|final outcome of World War II? |10.01c Construct an annotated timeline | |

|to the beginnings of the Cold War. |How did the roles of women and minorities in the United States |highlighting the rise of Nazism, | |

|10.05 Assess the role of organizations established to maintain peace |during World War II? |Fascism, and the Axis aggression that | |

|and examine their continuing effectiveness. |How did the conclusion of World War II create change in |led to Europe’s declaration of war in | |

|Applicable 21st Century Themes: |American culture? How did relations between the Allied Power |1939. Locate key areas of the timeline | |

|Global Awareness |change after World War II? |on a map. | |

|Financial, Economic, Business, and Entrepreneurial Literacy |What steps did the United States take to ensure the security of|10.01d Using an outline map, label key | |

|Civic Literacy |democratic ideals in the face of a perceived communist threat?|regions of aggression in Europe, | |

|Health Literacy | |Africa, the Pacific, during WWII. | |

|Environmental Literacy |What international organizations were formed after World War II|Include the allied powers and the axis | |

| |to promote world peace? |powers in a map key. | |

|Applicable 21st Century Skills: |How effective were these international organizations? |10.02a Construct a pictorial timeline | |

|Creativity and Innovation |Key Concepts |of political, social, foreign, and | |

|Critical Thinking and Problem Solving |Appeasement |domestic events of WWII. | |

|Communication and Collaboration |Isolationism |10.02b In small groups report on major | |

|Information Literacy |Reparations |Allied meetings of World War II. | |

|Media Literacy |Totalitarianism Governments |10.02c Write a news story of the attack| |

|ICT (Information, Communications and Technology) Literacy |Treaty of Versailles |on Pearl Harbor for a U.S. paper and a | |

|Flexibility and Adaptability |Worldwide depression The United States at war |Japanese paper. | |

|Initiative and Self-Direction |The influence of propaganda at home and abroad |10.02d Hold a panel discussion on the | |

|Social and Cross-Cultural Skills |Designs for peace |concepts of genocide and relate them to| |

|Productivity and Accountability |The Homefront |different periods of history or a news | |

|Leadership and Responsibility |Suspension of Civil Liberties |conference featuring a selected battle | |

| |Suburbanization |or Allied leader. | |

|To view information on 21st Century Themes and Skills, see: |Transition to Peacetime |10.02dd (H) Using primary sources of | |

| |U. S. Military Intervention |the time, write a position paper on | |

| |Containment |whether the United States should have | |

| |The Cold War |use the atomic bomb. | |

| |The Domino Theory |10.02e (H) Hold a class discussion on | |

| |Balance of Power |the topic of genocide, and research | |

| |Organizations for peace |genocide throughout different time | |

| |Key Terms |periods of history. | |

| |Adolf Hitler |10.03a (H) Evaluate the extent of | |

| |Benito Mussolini |changes in U. S. society caused by: | |

| |Emperor Hirohito |working women, northern migration, | |

| |Winston Churchill |“baby boom, growth of suburbs, and the | |

| |Fascism |G.I. Bill. | |

| |Joseph Stalin |10.03b (H) Research the ways the | |

| |Munich Pact |government intervened with free society| |

| |Third Reich |during WWII. Write a position paper | |

| |Four Freedoms |defending intervention. | |

| |Kellogg-Briand Pact |10.03c (H) Based on research, create a | |

| |Lend-Lease Act |newsletter to cover the stories of | |

| |Neutrality Acts |Northern Migration. Include causes and | |

| |Non-Aggression Pact |gains for African Americans. | |

| |Pearl Harbor |10.03d In a mock presidential cabinet | |

| |Quarantine Speech |meeting, discuss the events of Japanese| |

| |Atomic bomb |internment and relocation. | |

| |Battle of Britain |10.03e (H) Research the correspondence | |

| |Battle of the Bulge |between A. Philip Randolph and Franklin| |

| |Blitzkrieg |D. Roosevelt concerning Randolph’s | |

| |Chester Nimitz |threatened march on Washington. Create| |

| |D-Day (Operation Overlord) |a dialogue between the two men | |

| |Douglas MacArthur |demonstrating their ideas of democracy.| |

| |George Patton |10.04a Create a graphic organizer that | |

| |Holocaust |demonstrates the ways in which | |

| |Newsreels |containment expanded U.S. commitment | |

| |Pamphlets |abroad. | |

| |Airdrops |10.04b Scenario: On flight from New | |

| |War posters |York to Los Angeles, seated next to a | |

| |Iwo Jima |key leader of the era. What three | |

| |J. Robert Oppenheimer |questions would you ask to get an | |

| |Manhattan Project |understanding of their role in Cold War| |

| |Midway |history? | |

| |Island hopping |10.04c Videotape an episode of “You Are| |

| |Nuremberg Trials |There” from one of the hot spots of the| |

| |Okinawa |Cold War. | |

| |Pearl Harbor |10.04d On a desk map or on-line map, | |

| |Stalingrad |label all the areas where the U. S. | |

| |Tehran |military was involved from 1945 to | |

| |V-E Day, V-J Day |1960. | |

| |Casablanca, Potsdam |10.04d (H) Compare a story of the Cuban| |

| |War bonds |Missile Crisis as told by actual | |

| |Baby boomers |historical documents with portrayals in| |

| |Fair Deal |the movie Thirteen Days. Use a motion | |

| |G.I. Bill |picture analysis worksheet form the | |

| |Korematsu v United States |National Archives to evaluate an | |

| |1944 |excerpt of the film. | |

| |Levittown |10.04e Compare a story of the Cuban | |

| |Northern Migration |Missile Crisis as told by actual | |

| |Middle class |historical documents with portrayals in| |

| |Rosie the Riveter |the movie “Thirteen Days”. Use a | |

| |Selective Services Act |motion picture analysis worksheet from | |

| |AFL-CIO |the National Archives to evaluate the | |

| |Taft-Hartley Act |film. Discuss. | |

| |WACS |10.05a (H) Conduct an Internet search | |

| |War Production Board |of each of the organizations that have | |

| |Japanese Internment Sites |been designed to promote peace. What | |

| |Japanese American Museum |are the missions and goals for each? | |

| |Japanese Internment Rationing |How effective are they? | |

| |Bay of Pigs |10.05b Compare and contrast | |

| |Berlin Airlift |organizations such as NATO and SEATO, | |

| |Berlin Wall |NATO v. Warsaw Pact, UN v. League of | |

| |Central Intelligence Agency (CIA) |Nations. Assess their roles and | |

| |Cuban Missile Crisis |effectiveness. | |

| |Douglas MacArthur |10.05c Hold a NATO dinner party. Plan | |

| |Eisenhower Doctrine |who attends, the theme, and what will | |

| |Fidel Castro |be served. Decide who is invited and | |

| |Geneva Accords |where each guest will sit. What are | |

| |Hydrogen Bomb |the conversations you hear among the | |

| |Iron Curtain |dinner guests related to peace? | |

| |Police Action | | |

| |Test Ban Treaty | | |

| |Chinese Civil War | | |

| |Israel | | |

| |Korean War | | |

| |Marshall Plan | | |

| |Nikita Khrushchev | | |

| |Truman Doctrine | | |

| |U-2 Incident Alliance for Progress | | |

| |N.A.T.O. | | |

| |O.A.S. | | |

| |S.E.A.T.O. | | |

| |Security Council | | |

| |United Nations | | |

| |Warsaw Pact | | |

|Unit 11: Recovery, Prosperity, and Turmoil (1945-1980) - The learner |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History |

|will trace economic, political, and social developments and assess |Describe America’s preparedness for the atomic age. |should be prepared to conduct |American Anthem Ch. 26-30 |

|their significance for the lives of Americans during this time |With regard to McCarthyism, how did the constitutional |additional independent research |History Alive The Cold War |

|period. |provisions protect as well as threaten American freedoms? |projects that require critical thinking|History Alive The Civil Rights Movement |

|11.01 Describe the effects of the Cold War on economic, political, |Why were the 1950s and 1960s the right time for the Civil |and extensive reading and writing |History Alive Contemporary American |

|and social life in America. |Rights movement? |11.01a (H) Study the 2nd Red Scare of |Society |

|11.02 Trace major events of the Civil Rights Movement and evaluate |Analyze the success of the Civil Rights movement for the |the 1950’s. Prepare reports on the |Honors level assessment should include |

|its impact. |timeframe 1945-1980. |Congressional Hearings, results of the |free-response writing on most tests |

|11.03 Identify major social movements including, but not limited to, |How did the Civil Rights movement set the stage for future |hearings, and justification (if any). | |

|those involving women, young people, and the environment, and |reforms? |Discuss lessons learned. | |

|evaluate the impact of these movements on the United States' society.|Were these reforms, reactions, or revolutions? Evaluate the |11.01b List and explain four major | |

|11.04 Identify the causes of United States' involvement in Vietnam |success and failures of American foreign policy as it relates |pieces of anti-communist legislation. | |

|and examine how this involvement affected society. |to Cold War strategy. |11.01c View the movie of the Kahn | |

|11.05 Examine the impact of technological innovations that have |What was the U.S. government’s role in promoting the |Family in Hollywood. What is the story | |

|impacted American life. |technological advances of the Space Age? |telling? | |

|11.06 Identify political events and the actions and reactions of the |Analyze the relationship between American government and its |11.01d (H) Form two groups. Debate the | |

|government officials and citizens, and assess the social and |citizenry during this time frame. |question: “Did the RED SCARE violate | |

|political consequences. |Compare this relationship to previous eras. |U.S. citizens’ constitutional rights? | |

|Applicable 21st Century Themes: |Key Concepts |11.01e Design your own fallout shelter | |

|Global Awareness |Effects of Cold War On America’s Home life |and list essentials that you would have| |

|Financial, Economic, Business, and Entrepreneurial Literacy |Domino Theory and geopolitics |with you. | |

|Civic Literacy |McCarthyism |11.01f (H) Read excerpts from A. | |

|Health Literacy |Spread of Suburbia |Mitchell Palmer, Joseph McCarthy, and | |

|Environmental Literacy |Effects of Nixon’s visits to China and Moscow |The Crucible by Arthur Miller and | |

| |Carter’s Human Rights Foreign policy and the collapse of |compare the Red Scare of the 1920’s to | |

|Applicable 21st Century Skills: |detente |the Red Scare of the 1950’s. | |

|Creativity and Innovation |The Military Industrial Complex |11.02a Describe how these terms are | |

|Critical Thinking and Problem Solving |The Civil Rights Movement |applied to the Civil Rights Movement: | |

|Communication and Collaboration |De jure and |civil disobedience, urban riots, | |

|Information Literacy |De facto Segregation |Dixiecrats, Freedom Riders, Greensboro | |

|Media Literacy |Affirmative Action |sit-ins. | |

|ICT (Information, Communications and Technology) Literacy |Turning points |11.02b (H) Research leadership of the | |

|Flexibility and Adaptability |Changes in state and federal Legislation |Black Revolution. Compare their goals,| |

|Initiative and Self-Direction |Executive actions |strategies, and results. How did | |

|Social and Cross-Cultural Skills |Harry S. Truman |Malcolm X and Stokley Carmichael | |

|Productivity and Accountability |Dwight D. Eisenhower |justify the use of violence? | |

|Leadership and Responsibility |John F. Kennedy |11.02c Create a chart with these | |

| |Lyndon Johnson |headings: Human Costs of Civil Rights | |

|To view information on 21st Century Themes and Skills, see: |Cultural Movements |Movement, Role of Ordinary People, | |

| |Feminists |Effects of the Media. | |

| |Indian |11.02d Hold seminar sessions with | |

| |Latino |topics such as “Letter from a | |

| |Labor Movements |Birmingham Jail,” and the “I Have A | |

| |Environmental Movements |Dream” speech, etc. | |

| |Social Movements |11.02e (H) Students should discuss who | |

| |Pop Culture |the intended audience was for each of | |

| |Counter Culture |the above written documents and oral | |

| |Socio-economic Status: |speeches. | |

| |Jobs: |11.03a Using these terms, describe the | |

| |White collar |social movements of the decades: | |

| |Blue collar |feminist’s hippies, Rock ‘n roll, | |

| |Pink collar |beatniks. | |

| |Significance of the domino theory |11.03b Compare leaders of the feminist | |

| |U. S. Involvement in Vietnam: |movement and the American Indian | |

| |Eisenhower |Movement. How were each successful? | |

| |Kennedy |What problems were unique to each? | |

| |Johnson |11.03c (H) Analyze the effects of Roe | |

| |Nixon |v. Wade on the political climate of the| |

| |Ford |U.S. from 1973 to the present. | |

| |Vietnam’s effect on U. S. politics and society |11.03d (H) Create multimedia | |

| |Vietnamization |presentations demonstrating the | |

| |Role of the media |differences in youth culture in the | |

| |The Impact of the Space Race on education |50’s and 60’s: focusing on literature, | |

| |Technological Changes: |music, fads, slang, etc. | |

| |Mass media |11.04a Prepare a description of the | |

| |Communication |decades and concepts using the terms: | |

| |Military |escalation, Hawks and Doves, | |

| |Science |containment, student protest movements,| |

| |Medicine |and “living room war”. | |

| |Electronics |11.04b Prepare a time line of U.S. | |

| |Data storage |involvement in Vietnam. Note each | |

| |Transportation |president and the number of U.S. deaths| |

| |Energy |per year. Include at least 3 protest | |

| |Connection of population shifts to technological changes in |events like Kent State, Democratic | |

| |society Actions and reactions to political platforms: |National Convention riots, and the | |

| |New Frontier |trial of Dr. Benjamin Spock. | |

| |Great Society |11.04c (H) Analyze the relationship | |

| |Law &Order |between the Gulf of Tonkin Resolution | |

| |Voter Apathy |and the War Powers Act. | |

| |1968 |11.04d (H) Conduct a debate based on | |

| |Election |research notes with “Doves and Hawks” | |

| |Tet Offensive |on the issue of Vietnam. | |

| |Robert Kennedy |11.04d (H) Prepare a timeline of US | |

| |Martin Luther King, Jr. |involvement in Vietnam. Note each | |

| |Watergate Scandal |president and the number of US deaths | |

| |Changing relationship of the federal government |per year. Include at least three | |

| |Urban renewal programs |protest events such as Kent State, | |

| |Key Terms |Democratic National Convention riots, | |

| |“Duck and cover” |and the trial of Dr. Benjamin Spock. | |

| |Fallout Shelters |11.04e Identify the common themes in | |

| |National Security Act, 1947 |War Protest songs of the era. | |

| |House on Un-American Activities Committee |11.04g (H) Compare the Gulf of Tonkin | |

| |Alger Hiss |Resolution with the declaration of war | |

| |Julius and Ethel Rosenberg |in Iraq. | |

| |Hollywood Blacklist |11.05a Compare job possibilities for | |

| |The National Highway Act |women in the 1950’s and today. Where | |

| |Selective Service System |are the “glass ceilings” now? | |

| |New Left |11.05b (H) Create multimedia | |

| |Détente |presentations that demonstrate how | |

| |S.A.L.T. I and II |technology has changed the way U.S. | |

| |Montgomery bus boycotts |citizens live their everyday lives. | |

| |Rosa Parks |11.05c Design a “Moon” backdrop for the| |

| |Martin Luther King, Jr. |class and reenact the MAN ON THE MOON | |

| |Malcolm X |initiatives. Include all missions | |

| |Black Panthers |tried. | |

| |Black Power Movement |11.05d Create a collage wall of all the| |

| |Stokley Carmichael |medicines and machines developed in | |

| |C.O.R.E. |this time period; include polio | |

| |S.N.C.C. |vaccines, birth control pills, and | |

| |March on Washington |artificial hearts, etc. | |

| |James Meredith |11.05e Create an artwork that | |

| |Little Rock Nine |represents the differences in the | |

| |George Wallace |sunbelt, rustbelt, frostbelt of the U. | |

| |Brown v Board of Education, Topeka, Kansas, 1954 |S. | |

| |Thurgood Marshall |11.06a Debate: Resolved: The U.S. | |

| |Earl Warren |government should provide, at no | |

| |24th amendment |charge, minimum necessities for each of| |

| |Civil Rights Act of 1964 |its citizens living below the poverty | |

| |Voting Rights Act of 1965 |level. | |

| |Women’s Liberation |11.06b Write headline articles about | |

| |National Organization for Women |the protests that occurred outside the | |

| |Gloria Steinem |Democratic National Convention in 1968.| |

| |Phyllis Schafly |11.06c (H) Compare LBJ’s Latin American| |

| |The Feminine Mystique |policy with that of FDR’s “Good | |

| |Equal Rights Amendment |Neighbor” policy. | |

| |Roe v. Wade, 1973 |11.06d Discuss the impact of the | |

| |British Invasion-Beatles |assassinations of the period on U.S. | |

| |Elvis Presley |citizens. | |

| |Haight-Ashbury |11.06e Analyze the image of the United | |

| |Woodstock |States after the Vietnam years. | |

| |Cesar Chavez |11.06e (H) Analyze the image of the | |

| |American Indian Movement |United States after the Vietnam years. | |

| |Clean Air Act | | |

| |Clean Water Act | | |

| |Environmental Protection Agency | | |

| |Betty Friedan | | |

| |Tet Offensive | | |

| |Robert McNamara | | |

| |Gulf of Tonkin Resolution | | |

| |War Powers Act 1973 | | |

| |Ho Chi Minh | | |

| |My Lai Incident | | |

| |Agent Orange | | |

| |Napalm | | |

| |Vietcong | | |

| |Pentagon Papers | | |

| |26th Amendment | | |

| |General William Westmoreland | | |

| |Kent State | | |

| |Cambodia/Laos | | |

| |Fall of Saigon, 1975 | | |

| |Paris Peace Accords | | |

| |Operation Rolling Thunder | | |

| |Radio in 1950’s | | |

| |Sputnik | | |

| |NASA | | |

| |National Defense Education Act | | |

| |Space Programs | | |

| |Neil Armstrong | | |

| |John Glenn | | |

| |Computers | | |

| |Calculators | | |

| |Silicon Valley | | |

| |ICBMs | | |

| |Hydrogen bombs | | |

| |Color television | | |

| |Microwave technology | | |

| |Nuclear power | | |

| |Commercial jet travel | | |

| |HUD | | |

| |Head Start | | |

| |VISTA | | |

| |Medicare | | |

| |Peace Corps | | |

| |National Endowment for the Humanities | | |

| |New York Times v U.S. 1971 | | |

| |United States v Nixon 1974 | | |

| |Sam Ervin/Senate Watergate Committee | | |

| |John Dean | | |

| |Bob Woodward/Carl Bernstein | | |

| |Democratic National Convention 1968 | | |

| |25th Amendment | | |

| |Students for a Democratic Society (SDS) | | |

|Unit 12: The United States since the Vietnam War (1973-present) – |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History |

|The learner will identify and analyze trends in domestic and foreign |Evaluate the fall of communism and America’s role in a new |should be prepared to conduct |American Anthem Ch. 31-33 |

|affairs of the United States during this time period. |world order. |additional independent research |History Alive The Cold War |

|12.01 Summarize significant events in foreign policy since the |Identify the elements of the political spectrum and analyze |projects that require critical thinking|History Alive The Civil Rights Movement |

|Vietnam War. |their efforts to spearhead legislative and legal agendas in |and extensive reading and writing |History Alive Contemporary American |

|12.02 Evaluate the impact of recent constitutional amendments, court |modern America? |12.01a (H) Create multimedia |Society |

|rulings, and federal legislation on United States' citizens. |What is the modern significance of oil in the world economy? |presentations on the Cold War after |Honors level assessment should include |

|12.03 Identify and assess the impact of economic, technological, and |What are the greatest strengths and weaknesses in domestic |Vietnam, up through the decline of the |free-response writing on most tests |

|environmental changes in the United States. |America? |Soviet Union. Chronicle major foreign | |

|12.04 Identify and assess the impact of social, political, and |What does census data really tell us about America today? |policy events in this period. | |

|cultural changes in the United States. |With WW1, WW2, and the Cold War identified as 20th century |12.01b (H) Write a position paper using| |

|12.05 Assess the impact of growing racial and ethnic diversity in |world campaigns, has the war on terrorism become the first |primary sources, regarding the history | |

|American society. |world war of the 21st century? Explain |of the Middle East peace processes | |

|12.06 Assess the impact of twenty-first century terrorist activity on|Key Concepts |since 1973. Develop and defend | |

|American society. |Problems in the Third World |arguments regarding the role of the | |

|Applicable 21st Century Themes: |Modern-day genocide |U.S. in these agreements. | |

|Global Awareness |AIDS and Pandemics |12.01c Create a chart comparing and | |

|Financial, Economic, Business, and Entrepreneurial Literacy |Politics of Oil |contrasting apartheid in South Africa | |

|Civic Literacy |Rise of Religious and Political Radicalism |to what happened in the U.S. during | |

|Health Literacy |Collapse of Communism |segregation and the civil rights | |

|Environmental Literacy |European Union |movements. | |

| |Changing roles of International Organizations |12.01d. Explain the decline of the | |

|Applicable 21st Century Skills: |Role of lobbyists and special interest groups |Soviet Union using these terms: | |

|Creativity and Innovation |The Supreme Court: |glasnost and perestroika. | |

|Critical Thinking and Problem Solving |Minority rights |12.02a (H) Compare the U.S. | |

|Communication and Collaboration |Privacy rights |government’s case against Microsoft to | |

|Information Literacy |Conservative judges Recession: Economic Boom and Bust |anti-trust cases in the late nineteenth| |

|Media Literacy |Benefits and conflicts of continued globalization |century. | |

|ICT (Information, Communications and Technology) Literacy |Conservation Measures |12.02b (H) Debate whether or not | |

|Flexibility and Adaptability |Impact of economics on: |students agree that flag burning or | |

|Initiative and Self-Direction |Lifestyle |other anti-patriotic acts should be | |

|Social and Cross-Cultural Skills |Stock market |declared unconstitutional by the | |

|Productivity and Accountability |Job market |Supreme Court. | |

|Leadership and Responsibility |Impact of technology on way of life |12.02c Chart the names and number of | |

| |Changes from industrial economy to service economy |cases that Title IX has brought to the | |

|To view information on 21st Century Themes and Skills, see: |Changing Society |courts. | |

| |Social |12.02d Check to see what businesses or | |

| |Political |agencies in the community have | |

| |Cultural |political action committees. Invite a | |

| |Demographic |speaker to explain what they do and | |

| |Presidential Troubles |why. | |

| |Major Issues |12.03a (H) Research the Three Mile | |

| |Health Care |Island incident and analyze data | |

| |Welfare reform |regarding its environmental impact. | |

| |Medicare |Form groups and write a piece of | |

| |AIDS |legislation addressing concerns about | |

| |Growing Cultural Diversity in the United States |nuclear power. | |

| |Questions of Race |12.03b (H) Create documentaries on | |

| |Population Changes and new demographics |technology and the impact on the | |

| |Restrictions on Civil Liberties |society as a whole. Interview members | |

| |The challenge t o the American Spirit |of the community to ask how lives have | |

| |The U. S. government’s policy toward terrorism |changed over the past 30 years for the | |

| |Impact of terrorist threats on U. S. foreign policy |better or worse. | |

| |Key Terms |12.03c (H) Compare current corporate | |

| |Yasser Arafat-Palestine Nationalism (PLO) |magnates to the “robber barons” of the | |

| |U.S. invasion of Lebanon |late nineteenth century. Discuss their | |

| |Yom Kipper War |business practices, current anti-trust | |

| |Camp David Accords |lawsuits and their philanthropy. | |

| |Anwar el-Sadat |12.04a Write an editorial on the | |

| |Menachem Begin |importance of the Bicentennial | |

| |Shah of Iran |Celebration to the nation. | |

| |Ayatollah Khomeini |12.04b Compare and contrast the | |

| |Iranian Hostage Crisis |funerals for JFK, 1963 and JFK, Jr., | |

| |Jimmy Carter |1999. Compare the photos of the son at | |

| |Famine/Somalia and Ethiopia |the funeral of his dad and the nephew’s| |

| |Foreign debt |at the son’s funeral. What words of | |

| |Apartheid |eulogy did his sister Caroline use at | |

| |Nelson Mandela |the funeral? Why? | |

| |Helsinki Accords |12.04c Using a pictorial Venn diagram, | |

| |Strategic Defense Initiative (Star Wars) |use the heads of Carter and Ford. | |

| |Iran-Contra Affair |Compare and contrast the two on | |

| |INF Treaty |economic policy, foreign policy, energy| |

| |Mikhail Gorbachev |policy, and domestic policy to include | |

| |Saddam Hussein |civil rights and education. | |

| |Persian Gulf Wars |12.04d Gray Rights: What concerns do | |

| |Fall of the Berlin Wall |the senior citizens have about | |

| |Tiananmen Square |Medicare, health care, and welfare? | |

| |Sandra Day O’Connor |Find examples. | |

| |Clarence Thomas |12.04e (H) Read the Keynote address by | |

| |Microsoft |Barbara Jordon at the Democratic | |

| |27th Amendment |Conventions in 1976 and 1992. What did | |

| |Flag burning |she say that inspired so many citizens?| |

| |Americans with Disabilities Act |Why did she leave Congress? | |

| |Political Action Committees |12.04f Create line drawings of the | |

| |Geraldine Ferraro |presidential campaigns of Ford, Carter,| |

| |Title IX |Reagan, Bush, Clinton, and Bush. Are | |

| |Texas v Johnson |there any similarities? Discuss the | |

| |Swan v Charlotte Mecklenburg Schools |designs. | |

| |William Rehnquist |12.05a (H) Examine the Census Report of| |

| |WIN (Ford) |2000 (web site). Print out the map of | |

| |Stagflation |the United States and have teams | |

| |NAFTA |analyze the changes that are shown | |

| |Department of Energy |reflecting U. S. demographics. | |

| |Airline deregulation |12.05b (H) Define “racism”. Discuss, | |

| |Three Mile Island |in seminar style, concerns and | |

| |Energy Crisis |difficulties with the definitions. | |

| |National Energy Act |12.05c Conduct a series of | |

| |Solar Energy |“Conversations About Diversity,” using | |

| |Supply-Side economics |key pieces of literature and poetry, or| |

| |Computer revolution |create a multimedia presentation. | |

| |Internet |12.06a (H) Compare the Patriot Act to | |

| |Bill Gates |other limits on civil liberties during | |

| |National debt |times of national crisis. | |

| |Food stamps |12.06b Map out the locations of | |

| |NASDAQ, 1990’s |terrorist activity at the beginning of | |

| |“Trickle-down” theory |the 21st century. Discuss how the | |

| |Challenger disaster |United States is perceived by other | |

| |Presidential pardon |nationalities. | |

| |1976 election |12.06c (H) Put together an oral history| |

| |Jimmy Carter |project by interviewing members of the | |

| |Ronald Reagan |community about their thoughts and | |

| |Amnesty |feelings in the wake of September 11. | |

| |Elections of 1980-2000 | | |

| |New Right Coalition | | |

| |New Federalism | | |

| |Graying of America | | |

| |New Democrat | | |

| |Ross Perot | | |

| |Bill Clinton | | |

| |Al Gore | | |

| |Joe Lieberman | | |

| |John McCain | | |

| |Newt Gingrich | | |

| |Immigration Policy Act | | |

| |Republican Election of 2000 | | |

| |Regents of UC v Bakke, 1978 | | |

| |Reverse discrimination | | |

| |Affirmative action | | |

| |Minorities in politics | | |

| |Multiculturalism | | |

| |Green Card | | |

| |Nativist | | |

| |Bilingual education | | |

| |ESEA-No Child Left Behind Patriot Act | | |

| |Embassy bombings | | |

| |September 11, 2001 | | |

| |Al-Quaeda | | |

| |Colin Powell | | |

| |Osama bin Laden | | |

| |Taliban Regime | | |

| |Terrorist network | | |

| |George W. Bush | | |

| |World Trade Center | | |

| |War on Iraq | | |

| |Afghanistan | | |

| |Department of Homeland Security | | |

| |Nuclear proliferation | | |

| |Airport security | | |

| |Pre-emptive strikes | | |

| |“Axis of Evil” | | |

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