Instructional Timeline – 11th Grade U



|Instructional Timeline – 11th Grade U.S. History – |

|Unit 7 – A Time of Upheaval – 1954 – 1980 |

|Chapter 25 – The Vietnam War 1954 – 1975 |

|Chapter 26 – The Politics of Protest 1960 - 1980 |

|Suggested Time Frame: ≈ block days |

|Description |The United States focuses on Vietnam, going to war in Vietnam, Vietnam divides the nation, the war winds down |

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| |The Student Movement and the Counterculture, the Feminist Movement, New Approaches to civil rights, Saving the earth |

|Assessment |Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play |

| |Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation |

|Essential Questions |The politics of the 1960’s produced extremes in the spectrum. How did each of the groups involved in the protest movement represent new |

| |ideas and old ideas? |

|Core Components |TEKS/SEs |Specifications/Examples |

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| |(2)(1) History. The student understands traditional |Social Reform Era 1954-1976 (Civil Rights Movement, Vietnam War, Protest |

| |historical points of reference in U.S. history from 1877 |Movements, end of economic boom); |

| |to the present. The student is expected to: | |

| |(A) identify the major characteristics that define an | |

| |historical era; |Refer frequently to the events placed in the timeline of U.S. History |

| |(B)(A) identify the major eras in U.S. history from 1877 | |

| |to the present and describe their defining | |

| |characteristics; | |

| |(C)(B) apply absolute and relative chronology through the | |

| |sequencing of significant individuals, events, and time | |

| |periods; and |Assassination of MLK, Civil Rights act of 1968 |

| |(D)(C) explain the significance of the following dates | |

| |years as turning points: 1968-1969 |Democratic National Convention, Tonkin Gulf |

| |(8)(7) History. The student understands the impact of |United Nations, domino theory, escalation, Vietnamization, anti-war protests, |

| |significant national and international decisions and |Tet Offensive, Ho Chi Mihn Trail |

| |conflicts in the Cold War on the United States. The | |

| |student is expected to: | |

| |D) explain reasons and outcomes for U.S. involvement in |Kent State |

| |foreign countries and their relationship to the Domino | |

| |Theory, including the Vietnam War Conflict |Lyndon B. Johnson |

| |(E) analyze the major issues and events of the Vietnam War|Nixon |

| |Conflict such as the Tet Offensive, the escalation of | |

| |forces, Vietnamization, and the fall of Saigon; and |Civil disobedience |

| |(F) describe the responses to the Vietnam War Conflict | |

| |such as the draft, the 26th Amendment, the role of the | |

| |media, the credibility gap, the silent majority, and the | |

| |anti-war movement. | |

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| |(19)(18)(15) Government. The student understands changes |Means that may be tested include: |

| |over time in the role of government over time. The student|19th, 24th, and 26th amendments. |

| |is expected to: | |

| |(B)(A) explain constitutional issues raised by the impact |protest marches and rallies |

| |of significant international events such as how the role | |

| |of the federal government policy changes during times of | |

| |significant events, the 1960s on changes in the role of | |

| |the federal government; | |

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| |(20)(19)(16) Government. The student understands the | |

| |changing relationships among the three branches of the | |

| |federal government. The student is expected to: |War Power Act |

| |(A) describe evaluate the impact of events, including such| |

| |as the Gulf of Tonkin Resolution and the War Powers Act, | |

| |on the relationship between the legislative and executive | |

| |branches of government; and | |

| |(23)(21)(18) Citizenship. The student understands efforts | |

| |to expand the democratic process. The student is expected | |

| |to: | |

| |(B) evaluate various means of achieving equality of | |

| |political rights, including the 19th, 24th, and 26th | |

| |amendments | |

| |C) identify the contributions of Texans who have been | |

| |President of the United States. | |

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| | |Lyndon B. Johnson |

| |(25)(23)(20) Culture. The student understands the |Rock music, protest movements of the 60s, modern and pop art |

| |relationship between the arts and the times during which | |

| |they were created. The student is expected to: | |

| |(A) describe how the characteristics and issues of various|the influence of TV. |

| |eras in U.S. history have been reflected in various genres|World-wide transmission of US culture – music, clothes, foods, art, etc. |

| |works of art, music, film, and literature such as rock and| |

| |roll | |

| |(B) describe both the positive and negative the impacts of| |

| |significant examples of cultural movements in art, music, | |

| |and literature such as rock and roll on American society, | |

| |including; | |

| |(C) identify examples of American art, music, and | |

| |literature that transcend American culture and convey | |

| |universal themes; | |

| |Vocabulary |

| |Counterculture – commune – feminism – Title IX – affirmative action – busing – bilingualism – smog |

|Recommended Lessons |Recommended Lessons - Primary Source Lesson – The Rise of Modern America, PowerPoint: The Vietnam War Vietnam DBQ Primary Source |

| |Lesson – The Vietnam War PowerPoint: Anti-war Protests of the 1960’s and 1970’s |

|Differentiation |Special Education – all differentiation per SPED modifications and requirements |

| |TAG - differentiation according to TAG mandates. To include, but not restricted to: |

| |independent study, alternative projects in lieu of test, alternate readings |

| |504 – All differentiation according to student needs as specified per 504 committee. |

| |ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include, but not restricted to: small group |

| |instruction, sentence stem activities, HIS, T-Chart-Pair and Defend |

|Instructional Resources|Books or Readings - |

| |Videos - United Streaming: The First Television War – A Documentary (25:00), Making Sense of the 60’s |

| |Websites - |

|College and Career |I |

|Readiness Standards |1-ABCD 2-AC 3-ABC 4-ABC 5-AB 6-B |

| |1-AB 2-B 3-B |

| |1-AD 2-ABCEF 3-ABC |

| |1-A 2-AB |

| |1-A 2-AB 3-C |

| |1-A 2-A |

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| |II |

| |1AB 2-AB |

| |1-ABC 2-A 4-AC 5-ABC 6-ABC |

| |III |

| |1-B 2-AB 3-AB |

| |1-B |

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| |IV |

| |1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB |

| |1-AB 2-AC 3-ABC 4-ABC |

| |1-ABC |

| |1-AB 2-AB |

| |V |

| |1AB 2-AB |

| |1-ABCDEF |

|Essential Questions |Unit VII |

| |Chapters 23,24,25,26 |

| |The history of the North Atlantic Treaty Organization involved all of the following events except |

| |The members declared that an armed attack against one member would be considered an attack on all |

| |The United States Senate did not ratify the charter until a decade after the organization was formed |

| |The crisis in Berlin accelerated the formation of the organization |

| |The Soviet union responded to its formation with the creation of the Warsaw Pact |

| |During the 1950’s and 1960’s, many Americans came to believe in the concept of the New Economics, which held that the government should: |

| |Regulate and stabilize the economy without intruding directly in the private sector |

| |Intervene directly in the economy to ensure that all classes received a fair share of the wealth |

| |Protect the environment, from damages caused by large corporations |

| |Reject deficit spending and regulate prices |

| |During the 1950’s, the number of women working outside the home increased, mainly because: |

| |Many families needed a second income to maintain their desired standard of living |

| |Feminism became a major force in society |

| |The suburbs provided a poor environment in which to raise a family, so women had no reason to stay at home |

| |Many women found that they received pay equal to that of men who did the same work |

| |The final outcome of the bus boycott triggered by the arrest of Rosa Parks was that the bus line: |

| |Was desegregated because a reformist governor was elected in Alabama |

| |Was desegregated because the Supreme Court declared segregation of public transportation was illegal |

| |Remained segregated because the city government forced black riders to end the boycott |

| |Remained segregated because the bus company had enough money to outlast the boycott |

| |Among the causes of the Civil Rights Movement of the 1950’s and 1960’s were all of the following factors except |

| |Millions of blacks had learned much about the world by serving in WWII |

| |A large and strong Black middle class had developed by that time |

| |Television allowed many blacks to see what racism was depriving them of |

| |The Republican president had decided that the time was right for major advances in civil rights. |

| |Eisenhower’s greatest contribution as president was his: |

| |Sense of the limitation of American power |

| |Success in eliminating the tensions between the US and USSR |

| |Success in ending the arms race |

| |Successful peace negotiations in bringing an end to the conflict in Vietnam |

| |The United States began its expanded presence in Vietnam when it: |

| |Sent armed forces into that country during World War II to push out the Japanese |

| |Sent military aid to Ho Chi Minh in his struggle against the French |

| |Intervened militarily to rescue French forces besieged at Dien bien phu |

| |Allowed the French to be forced out of Vietnam and then gradually began to fill the void left by their absence |

| |One of the legacies of the Great Society was very high budget deficits that were caused by: |

| |Decreased tax revenues and an unfavorable balance of trade |

| |Rapidly rising government expenditures |

| |American dependence upon foreign manufactured and agricultural goods |

| |The decreasing rate of economic growth |

| |The Voting rights Act of 1965 was designed to do all of the following except |

| |Reestablish Black Codes nationwide |

| |Ensure the voting rights of Blacks |

| |Provide Blacks equal access to public accommodations |

| |End discrimination in employment |

| |In the 1962 case of Baker v. Carr, the Supreme Court ruled that: |

| |State governments must give rural voters more representation |

| |State governments must give urban voters a more equal share in choosing elected officials |

| |The voting age must be lowered to eighteen to give young people their proper voting rights |

| |The poll tax was unconstitutional and must not be used to restrict voting in the South |

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